全文获取类型
收费全文 | 3368篇 |
免费 | 67篇 |
国内免费 | 2篇 |
专业分类
教育 | 2652篇 |
科学研究 | 128篇 |
各国文化 | 51篇 |
体育 | 155篇 |
文化理论 | 19篇 |
信息传播 | 432篇 |
出版年
2023年 | 11篇 |
2022年 | 17篇 |
2021年 | 27篇 |
2020年 | 55篇 |
2019年 | 87篇 |
2018年 | 106篇 |
2017年 | 124篇 |
2016年 | 98篇 |
2015年 | 81篇 |
2014年 | 96篇 |
2013年 | 859篇 |
2012年 | 88篇 |
2011年 | 106篇 |
2010年 | 83篇 |
2009年 | 87篇 |
2008年 | 100篇 |
2007年 | 97篇 |
2006年 | 82篇 |
2005年 | 84篇 |
2004年 | 71篇 |
2003年 | 62篇 |
2002年 | 76篇 |
2001年 | 59篇 |
2000年 | 59篇 |
1999年 | 39篇 |
1998年 | 37篇 |
1997年 | 55篇 |
1996年 | 38篇 |
1995年 | 42篇 |
1994年 | 40篇 |
1993年 | 35篇 |
1992年 | 34篇 |
1991年 | 32篇 |
1990年 | 32篇 |
1989年 | 27篇 |
1988年 | 25篇 |
1987年 | 14篇 |
1986年 | 28篇 |
1985年 | 29篇 |
1984年 | 23篇 |
1983年 | 27篇 |
1982年 | 26篇 |
1981年 | 15篇 |
1980年 | 24篇 |
1979年 | 22篇 |
1978年 | 25篇 |
1977年 | 23篇 |
1976年 | 18篇 |
1975年 | 11篇 |
1971年 | 11篇 |
排序方式: 共有3437条查询结果,搜索用时 31 毫秒
41.
42.
43.
Mary H. Guindon Maryam S. Sobhany 《International journal for the advancement of counseling》2001,23(4):269-282
Most counselors recognize the importance ofcultural competence in their work. As part ofeffective treatment, skills in accuratelydiagnosing clients from diverse backgrounds areessential, yet specific techniques addressingcultural differences to aid in the diagnosisprocess are underrepresented in the counselingliterature. The purpose of this article is tooffer one step toward the development ofdiagnostic methods suitable for an increasinglydiverse client base. The importance ofcultural competency during the diagnostic phaseof counseling is discussed, the nature ofculture and its influence on diagnosis isreviewed, and a practical conceptual frameworkthat can assist counselors in makingsystematic, culturally sensitive diagnosis ispresented. 相似文献
44.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
45.
46.
William Young 《Asia-Pacific Journal of Teacher Education》1995,23(1):97-107
This article describes a number of special features of the internship programme which has been developed at the Southern Cross University (SCU) in collaboration with the North Coast Region of the Department of School Education, the Catholic Education Office with selected primary schools. Arrangements are described for interns’ time spent in classrooms, collaborative teaching strategies which underpin these placements, the security which supports interns’ practice and approaches to integrate their practice with university studies. Processes of appraisal of interns’ development are explained, and the potential of mentoring for their teachers’ professional development is examined. Throughout the article, the congruence of these arrangements with Schools Council recommendations is considered. 相似文献
47.
48.
Mary Khakoni Walingo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,13(5):287-304
Agricultural development projects have been promoted in many places as a feature of poverty-reduction strategies. Such projects
have often been implemented without a strong in-built education component, and hence have had little success. Agricultural
projects seek to improve food security by diversifying a household’s resource base and facilitating the social and economic
empowerment of women. The present study presents a survey designed to assess the relationship between education level and
ability to benefit from dairy-development projects in Kenya. Results reveal higher occupation and employment levels among
beneficiary than non-beneficiary households. On the other hand, beneficiaries of poverty-reduction schemes require specialized
training. Apart from project-specific training, the level of general education alone cannot predict the attainment of project
objectives. 相似文献
49.
50.
Mary Anne Ullery Antonio Gonzalez Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418
This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level. 相似文献