全文获取类型
收费全文 | 2138篇 |
免费 | 35篇 |
专业分类
教育 | 1730篇 |
科学研究 | 47篇 |
各国文化 | 23篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 299篇 |
出版年
2023年 | 12篇 |
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 36篇 |
2019年 | 49篇 |
2018年 | 60篇 |
2017年 | 69篇 |
2016年 | 77篇 |
2015年 | 34篇 |
2014年 | 52篇 |
2013年 | 454篇 |
2012年 | 51篇 |
2011年 | 57篇 |
2010年 | 40篇 |
2009年 | 42篇 |
2008年 | 48篇 |
2007年 | 44篇 |
2006年 | 45篇 |
2005年 | 43篇 |
2004年 | 42篇 |
2003年 | 30篇 |
2002年 | 31篇 |
2001年 | 35篇 |
2000年 | 40篇 |
1999年 | 26篇 |
1998年 | 17篇 |
1997年 | 31篇 |
1996年 | 37篇 |
1995年 | 39篇 |
1994年 | 36篇 |
1993年 | 48篇 |
1992年 | 38篇 |
1991年 | 41篇 |
1990年 | 27篇 |
1989年 | 22篇 |
1988年 | 28篇 |
1987年 | 30篇 |
1986年 | 19篇 |
1985年 | 22篇 |
1984年 | 25篇 |
1983年 | 21篇 |
1982年 | 23篇 |
1981年 | 25篇 |
1980年 | 23篇 |
1979年 | 21篇 |
1978年 | 14篇 |
1977年 | 15篇 |
1976年 | 18篇 |
1974年 | 12篇 |
1972年 | 14篇 |
排序方式: 共有2173条查询结果,搜索用时 15 毫秒
31.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
32.
This article provides a conceptual framework for understanding what is involved in improving urban science teaching and what might be implied by conducting research on its improvement. It is argued in this article that three sets of forces and conditions have a direct impact on urban science classrooms: first, the array of interdependent policies at school, district, and state levels about science teaching in particular and about education improvement more broadly construed; next, the investment and use of instructionally relevant resources at each of the three levels and their differing impacts on the renewal of urban science teaching; and finally, the broader context in which urban science teaching occurs mediating how these resources are—or can be—used. Mediating factors include the professional peer community, subject‐specific instructional leadership, the professional development infrastructure, the supply of available science teachers, and the broader community context. The article concludes with suggestions for how this framework informs directions for future research on the promise and limits of efforts to renew science teaching in urban settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1089–1100, 2001 相似文献
33.
Neil Quintrell Margaret Robertson 《International journal for the advancement of counseling》1995,18(4):203-221
Since the first development of counselling services in Australian universities in 1953, the tertiary system, and counselling services within them, have undergone a forty-year period of growth and change, and now all universities have counselling services which typically focus on short-term counselling interventions and are characterised by high levels of professionalism. Two case studies provide a picture of the situation in Australian universities. One case is that of an older and larger institution recently formed as a multi-campus university by amalgamations and with its main campus in the inner city of Australia's second-largest city. The contrasting case is of a newer, suburban university in one of the smaller capital cities. The challenges facing university counselling services in the future include the continuing pressure for greater accountability, the increasing demands of a multi-cultural clientele, the temptation to take on a wider range of tasks than can be sustained, and its obverse, the risk of over-specialisation. 相似文献
34.
Margaret Taylor 《The International Journal of Art & Design Education》2005,24(3):325-333
Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables disabled students to create art and design work. The article is based on my recent doctoral research which has analysed the arts education of a group of disabled young people post 16 and investigated the ways in which the arts curriculum can be made accessible [1]. ICT, in conjunction with effective practical assistance, can be refined and merged to create seamless access to the visual arts for disabled students and can play a key role not only in equipping them with the skills and competencies to gain qualifications and potential employment, but also as a ‘voice’ with which they can express their particular experiences of the human condition. 相似文献
35.
Infant crying and maternal responsiveness 总被引:7,自引:1,他引:7
36.
37.
Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind. 相似文献
38.
Linda Dickey Linda Jaco Margaret Williams Nancy Sager Tany Slay 《International Journal of Disability, Development & Education》1983,30(3):185-189
The Behavior Intervention Centres are part of the Houston Independent School District's (HISD) Special Education Department. Their purpose is to provide educational services to elementary and secondary students, aged 3 through 21, who exhibit either severely aggressive or severely withdrawn behaviours. This article describes a formalized follow‐up service considered by the authors to be a critical component of the BIC program. 相似文献
39.
40.
Margaret Hodges 《Children‘s Literature in Education》1981,12(4):209-213