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81.
82.
This study examined 7-to-13.5-month-old middle-class Western infants’ visual orienting to third-party interactions in parallel with their social attention behavior during own social interactions (Leipzig, Germany). In Experiment 1, 9.5- to-11-month-olds (n = 20) looked longer than 7- to-8.5-month-olds (n = 20) at videos showing two adults interacting with one another when simultaneously presented with a scene showing two adults acting individually. Moreover, older infants showed higher social engagement (including joint attention) during parent–infant free play. Experiment 2 replicated this age-related increase in both measures and showed that it follows continuous trajectories from 7 to 13.5 months (n = 50). This suggests that infants’ attentional orienting to others’ interactions coincides with parallel developments in their social attention behavior during own social interactions. 相似文献
83.
Alexander Sokol David Oget Michel Sonntag Nikolai Khomenko 《Thinking Skills and Creativity》2008,3(1):34-46
The given paper presents the results of an empirical study into the efficacy of the Thinking Approach (TA) to language teaching and learning which is aimed at the development of students’ inventive thinking skills in the context of foreign language education, namely learning of English. The study was conducted among upper secondary students of two schools in Latvia and aimed to answer whether students working with the Thinking Approach demonstrate an increase in their inventive thinking skills. An inventive thinking test was employed as the research instrument. The results of the study suggest that students working with the TA demonstrate a significant increase in their inventive thinking skills in comparison with the control group (t = 3.32, p = 0.001). At the same time a number of limiting factors that appeared in the process of the study due to its naturalistic setting call for further research that could increase the reliability of the findings. 相似文献
84.
Twining Peter Butler Deirdre Fisser Petra Leahy Margaret Shelton Chris Forget-Dubois Nadine Lacasse Michel 《Educational technology research and development : ETR & D》2021,69(4):2285-2308
Educational technology research and development - There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world... 相似文献
85.
David Fernandez Rivas Bram Verhaagen James R. T. Seddon Aaldert G. Zijlstra Lei-Meng Jiang Luc W. M. van der Sluis Michel Versluis Detlef Lohse Han J. G. E. Gardeniers 《Biomicrofluidics》2012,6(3)
We present an ultrasonic device with the ability to locally remove deposited layers from a glass slide in a controlled and rapid manner. The cleaning takes place as the result of cavitating bubbles near the deposited layers and not due to acoustic streaming. The bubbles are ejected from air-filled cavities micromachined in a silicon surface, which, when vibrated ultrasonically at a frequency of 200 kHz, generate a stream of bubbles that travel to the layer deposited on an opposing glass slide. Depending on the pressure amplitude, the bubble clouds ejected from the micropits attain different shapes as a result of complex bubble interaction forces, leading to distinct shapes of the cleaned areas. We have determined the removal rates for several inorganic and organic materials and obtained an improved efficiency in cleaning when compared to conventional cleaning equipment. We also provide values of the force the bubbles are able to exert on an atomic force microscope tip. 相似文献
86.
Ricard Michel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):659-661
International Review of Education - 相似文献
87.
88.
The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood 总被引:1,自引:0,他引:1
Lemelin JP Boivin M Forget-Dubois N Dionne G Séguin JR Brendgen M Vitaro F Tremblay RE Pérusse D 《Child development》2007,78(6):1855-1869
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness. 相似文献
89.
Katrien Symons Koen Ponnet Ini Vanwesenbeeck Michel Walrave Joris Van Ouytsel 《广播与电子媒介杂志》2020,64(1):1-19
Structural equation modeling is applied to investigate how parents’ communication with their child about his or her Internet use is linked to the child’s acceptance of parental authority in the context of Internet use, and how this in turn is linked to the child’s social media behavior. This study surveyed children aged 13 to 18 and their mothers and fathers (N = 357 families) and found that acceptance of parental authority is a key factor in the effectiveness of parental mediation. It is recommended that parental mediation is studied as a dynamic process shaped by both parents and children. 相似文献
90.
Gaïd Le Maner-Idrissi Virginie Dardier Cécile Pajon Géraldine Tan-Bescond Kristell David Michel Deleau Benoit Godey 《European Journal of Psychology of Education - EJPE》2010,25(3):265-279
Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring
knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral
profound deafness to improve their use of verbal language, so that their communication skill profile resembled that of younger,
hearing children. Using conversation samples taken from videos recorded every 6 months over a 2-year period, we monitored
the development of communication skills in a group of 18 prelingually profoundly deaf children (mean implantation age, 3 years
and 5 months). Results corroborated our hypothesis that the overall communication performances of children with cochlear implants
improve, both quantitatively and qualitatively, as early as the first year post-implantation. 相似文献