全文获取类型
收费全文 | 749篇 |
免费 | 10篇 |
专业分类
教育 | 520篇 |
科学研究 | 35篇 |
各国文化 | 59篇 |
体育 | 51篇 |
综合类 | 2篇 |
文化理论 | 7篇 |
信息传播 | 85篇 |
出版年
2021年 | 4篇 |
2020年 | 10篇 |
2019年 | 16篇 |
2018年 | 18篇 |
2017年 | 18篇 |
2016年 | 9篇 |
2015年 | 12篇 |
2014年 | 21篇 |
2013年 | 175篇 |
2012年 | 18篇 |
2011年 | 32篇 |
2010年 | 11篇 |
2009年 | 11篇 |
2008年 | 12篇 |
2007年 | 20篇 |
2006年 | 18篇 |
2005年 | 18篇 |
2004年 | 18篇 |
2003年 | 12篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 11篇 |
1994年 | 17篇 |
1993年 | 9篇 |
1992年 | 8篇 |
1991年 | 14篇 |
1990年 | 10篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 6篇 |
1985年 | 11篇 |
1984年 | 10篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 14篇 |
1979年 | 10篇 |
1978年 | 13篇 |
1977年 | 7篇 |
1976年 | 11篇 |
1972年 | 6篇 |
1970年 | 7篇 |
1967年 | 4篇 |
1934年 | 3篇 |
1932年 | 3篇 |
排序方式: 共有759条查询结果,搜索用时 15 毫秒
71.
72.
73.
Tamjid Mujtaba Martin Lawrence Mary Oliver Michael J. Reiss 《Studies in Science Education》2018,54(1):41-67
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement. 相似文献
74.
Greg Decker Greg B. Simpson Mark Yates Lawrence Locker 《Journal of Research in Reading》2003,26(3):280-286
Within the dual‐route framework it is hypothesised that readers exhibit flexibility in their use of lexical and non‐lexical information in word naming. In the present study, participants named high‐ and low‐frequency regular one‐syllable English words embedded within lists of regular or irregular one‐ or two‐syllable English words. A large number of irregular words should bias the reader toward the lexical route, whereas a list consisting exclusively of regular words should allow more efficient use of sublexical information present in the word. Word frequency effects were obtained when the list was dominated by either regular or irregular two‐syllable filler words. Furthermore, there was an interaction between frequency and regularity for the one‐syllable words, indicating that the frequency effect was significantly larger when the fillers were one‐syllable irregular words relative to one‐syllable regular words. These results extend those reported for a shallow orthography, and indicate strategic control over the use of phonological and lexical information in English word recognition. 相似文献
75.
Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献
76.
This essay provides a review of Jordan Peele's film, Get Out. The author argues that Peele's Get Out illustrates the protracted terrorism that is whiteness and the concomitant objectification and utilization of the black body for white survival, accumulation, and pleasure. The film challenges those in education to consider how anti-blackness operates within schools and education policy. More specifically, those in education should challenge longstanding inequities that foreclose the presents and futures of black youth. 相似文献
77.
OBJECTIVE: To collect and compare the results of medical, child protective, and law enforcement evaluation of a sample of Maine children who were victims of abusive head trauma (AHT) in order to describe the clinical and evaluative characteristics as they relate to victims, families and perpetrators of such trauma and to improve the professional response to AHT in Maine.METHOD: Retrospective chart review of medical, child protective, and law enforcement records of all AHT victims admitted to two tertiary care hospitals in Maine or seen by the state medical examiner from 1991 to 1994.RESULTS: Nineteen children (age range 2 weeks to 17 months) were identified as victims of AHT (out of a total of 94 head trauma admissions) accounting for 20 hospitalizations during the study period. There was a history of prior injury in 30%, history of prior medical evaluations for possibly abuse related problems in 65%, while, on presentation, 75% had evidence or history of prior injury. The hospitals notified child protective services (CPS) in all 20 cases and correctly identified abuse in 18 (90%). Parental risk factors for abuse identified in CPS records included substance abuse (53%), domestic violence (42%), criminal history (32%), unrealistic expectations (42%), and attachment problems (32%). However, risk factors were inadequately assessed in 53% of homes. Law enforcement identified a likely perpetrator in 79% of cases and in the majority the identified suspect was the father. In the 15 cases where a perpetrator was identified by law enforcement, that person was alone with the child at symptom onset in 14 (93%).CONCLUSIONS: The medical response, at least at the inpatient level, was generally well done with regard to suspicion and reporting. Cases are possibly being missed at the outpatient level. Child protective risk assessment was limited overall yet in a third of the homes where AHT occurred, few if any risk factors were present to aid in identification and prevention. Law enforcement results suggest that a primary suspect for AHT is the caretaker alone with the child at the time of symptom onset. 相似文献
78.
Kate Schwartz Elise Cappella J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190
There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. 相似文献
79.
80.
Lawrence Di Bartolo 《The Australian Educational Researcher》2005,32(3):63-82
A number of researchers have reported increasing socio-economic inequality within Australian society. This result has usually
been met with public apathy and political indifference. However, the results of this research conducted in Brisbane shows
that the increasing social polarisation occurring in Australian society is being reflected in an increasing educational divide
or polarisation. In terms of access to private education, and use of information technology the least advantaged students
are faring worse than any other students. Teachers who are committed to achieving a just society through their teaching cannot
ignore this situation. This finding emphasises that teaching for social justice must not only focus on intercultural issues
but also return to a position of prime importance the goal of achieving greater economic equality. 相似文献