全文获取类型
收费全文 | 729篇 |
免费 | 22篇 |
专业分类
教育 | 601篇 |
科学研究 | 22篇 |
各国文化 | 6篇 |
体育 | 30篇 |
文化理论 | 8篇 |
信息传播 | 84篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 14篇 |
2020年 | 20篇 |
2019年 | 26篇 |
2018年 | 48篇 |
2017年 | 44篇 |
2016年 | 37篇 |
2015年 | 25篇 |
2014年 | 17篇 |
2013年 | 177篇 |
2012年 | 17篇 |
2011年 | 27篇 |
2010年 | 19篇 |
2009年 | 28篇 |
2008年 | 22篇 |
2007年 | 23篇 |
2006年 | 17篇 |
2005年 | 18篇 |
2004年 | 19篇 |
2003年 | 10篇 |
2002年 | 9篇 |
2001年 | 14篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 11篇 |
1996年 | 7篇 |
1995年 | 9篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 5篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1926年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有751条查询结果,搜索用时 11 毫秒
71.
This article presents the developmental continuum of children’s storytelling skills and provides examples at each of five
levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to
communication, literacy and cognition. Strategies to facilitate development from one level to another are described. 相似文献
72.
73.
74.
We examined the basis of feeling-of-knowing judgments (FOK) in patients with schizophrenia. Such patients typically have impaired memory and awareness, but not metamemory-accuracy deficits. The magnitude of FOKs are lower for patients with schizophrenia than for healthy participants, but judgments equally predict memory performance. In healthy participants, FOK is based on accessible information, including retrieval of partial-target (e.g., retrieving the first letter) and contextual information (e.g., related facts). In Experiment 1, we examined if accessible information predicts FOKs for episodic memory in patients with schizophrenia. Patients and healthy controls learned names paired with drawings of imaginary animals. The results showed that patients’ FOK increased with the retrieval of partial-target and contextual information. In Experiment 2, using semantic-memory general-information questions, accessible partial-target information predicted FOKs in patients with schizophrenia. The accessibility model of FOK applies to patients with schizophrenia, and it is important to determine what occurs in other memory-impaired populations. 相似文献
75.
Alyssa?R.?Gonzalez-DeHassEmail author Patricia?P.?Willems Marie?F.?Doan?Holbein 《Educational Psychology Review》2005,17(2):99-123
Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented. 相似文献
76.
This study compared the rates of different types of joint book reading behaviors of parents of preschool children with and without language impairments using two different text genres. Participants included 72 preschool children between the ages of 51 and 70 months. Fifty-five children were typically developing and 17 were diagnosed with language impairments. Parent–child dyads were videotaped during periods of joint book reading using two different types of text (one alphabet-rhyming and one narrative). Results indicated parents rarely used reading behaviors known to enhance their preschoolers’ phonological awareness. However, when used, there was a significant difference between the two types of texts. The alphabet book elicited a higher rate of phonological awareness and print concept behaviors, while the narrative book resulted in parents using more content behaviors. In addition, the parents of typically developing children used more phonological awareness behaviors than the parents of children with language impairments. 相似文献
77.
Marie Demlová 《European Journal of Engineering Education》2002,27(3):273-277
The Bologna Declaration inspired changes in university education in the Czech Republic. In this paper we discuss the impact of these changes on the education of engineers at the Faculty of Electrical Engineering of the Czech Technical University, Prague. 相似文献
78.
Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.
Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.相似文献
79.
Field narratives that (re)classify technical genres as liberating for women risk supporting the notion that feminism is a completed project in technical communication scholarship. This article suggests that technical communicators reexamine the impact of past approaches to critical engagement at the intersections of gender studies and technical communication; cookbooks provide a material example. The authors illustrate how a feminist approach to cookbooks as technical/cultural artifacts can productively revise field narratives in technical communication. 相似文献
80.
Lau AS Leeb RT English D Graham JC Briggs EC Brody KE Marshall JM 《Child abuse & neglect》2005,29(5):533-551
OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history. 相似文献