全文获取类型
收费全文 | 642篇 |
免费 | 15篇 |
国内免费 | 1篇 |
专业分类
教育 | 455篇 |
科学研究 | 23篇 |
各国文化 | 4篇 |
体育 | 106篇 |
文化理论 | 16篇 |
信息传播 | 54篇 |
出版年
2023年 | 5篇 |
2022年 | 13篇 |
2021年 | 15篇 |
2020年 | 25篇 |
2019年 | 48篇 |
2018年 | 61篇 |
2017年 | 48篇 |
2016年 | 37篇 |
2015年 | 30篇 |
2014年 | 39篇 |
2013年 | 166篇 |
2012年 | 29篇 |
2011年 | 20篇 |
2010年 | 11篇 |
2009年 | 21篇 |
2008年 | 10篇 |
2007年 | 6篇 |
2006年 | 8篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有658条查询结果,搜索用时 15 毫秒
141.
When a child has some hearing loss, a great number of interdependent factors of human development, and more particularly linguistic development that come into play, is apparent. From a school perspective, some requirements can be met in order to make school the best place to enhance this linguistic development, while at the same time the deaf child is educated in a normalized environment. The aim of this paper is to carry out a longitudinal follow‐up of a group of five deaf pupils educated in mainstream schools, considered as optimal for school integration, and to analyse their linguistic development considering both the excellence of the school and the use of a programme of musical education with deaf pupils throughout the period of study. These data are compared with those obtained from another sample of deaf pupils, educated in similar settings, who did not follow the aforementioned hearing training programme. The main results show that musical education has some positive effects on supra‐segmental aspects of language, on voice quality and on the structuring of simple sentences. 相似文献
142.
Francesco Pavani Marta Venturini Francesca Baruffaldi Maria Cristina Caselli Wieske van Zoest 《Child development》2019,90(5):1525-1534
The susceptibility to gaze cueing in deaf children aged 7–14 years old (N = 16) was tested using a nonlinguistic task. Participants performed a peripheral shape-discrimination task, whereas uninformative central gaze cues validly or invalidly cued the location of the target. To assess the role of sign language experience and bilingualism in deaf participants, three groups of age-matched hearing children were recruited: bimodal bilinguals (vocal and sign-language, N = 19), unimodal bilinguals (two vocal languages, N = 17), and monolinguals (N = 14). Although all groups showed a gaze-cueing effect and were faster to respond to validly than invalidly cued targets, this effect was twice as large in deaf participants. This result shows that atypical sensory experience can tune the saliency of a fundamental social cue. 相似文献
143.
Valdés-Cotera Raúl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):667-669
International Review of Education - 相似文献
144.
Encarnación Soto Gómez María José Serván Núñez Noemí Peña Trapero Ángel Ignacio Pérez Gómez 《Educational Action Research》2019,27(4):527-542
ABSTRACTThis article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community. 相似文献
145.
Marta Desimoni Teresa Gloria Scalisi Margherita Orsolini 《Learning and Instruction》2012,22(5):340-353
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the best predictor of later literacy and that spelling was the most stable measure and influenced text comprehension and reading speed. An asymmetry was also observed in the longitudinal relationship between reading and spelling errors, with reading errors predicting later spelling errors and a non-significant result in the opposite direction. 相似文献
146.
147.
148.
This study investigates the perceived role of psychological factors in achieving excellence in scientific research. Six outstanding scientists aged 33–42 were interviewed. Data were analyzed inductively resulting in three main dimensions: personality traits and characteristics, psychological skills and processes, and task-specific strategies. Researchers highlighted the importance of emotional factors and motivational processes to achieve and sustain scientific excellence. Flexible coping, emotion regulation, and goal setting were emphasized and described as particularly important in dealing with rejections, setbacks, and team management issues. Persistence and adaptive perfectionism were key individual characteristics which helped participants in nurturing and sustaining motivation. This study suggests that the specific impact of emotional, motivational, and other psychological skills at different stages of excellence development is relevant; yet, further investigation is needed. 相似文献
149.
Marta Molina Susana Rodríguez-Domingo María Consuelo Cañadas Encarnación Castro 《International Journal of Science and Mathematics Education》2017,15(6):1137-1156
In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by 2 groups of students: 1 at the beginning of their studies in school algebra and another 1 completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have a pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forward research on student’s translation capacity and students’ knowledge of algebraic symbolism. 相似文献
150.
Claudia Matus Marta Infante 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):293-307
In this article we analyze discourses of ‘diversity’ in colleges of education in Chile. We contend that the use of discourses of diversity, as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal, is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD) and others. Our interest is to question the marginalization of cultural politics through the intensification of these discourses. At the same time, we explore the relations between the advancement of neutral discourses of difference and the value-free practices expressed in neoliberal educational agendas. We use discourse analysis to read interviews with future teachers. We understand students’ narratives as perpetuating normative ways of thinking and legitimating those knowledges promoted by institutional curricula. 相似文献