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91.
Infant Affective Reactions to the Resumption of Maternal Interaction after the Still-Face 总被引:4,自引:0,他引:4
To investigate infants' reactions to the Face-to-Face Still-Face Paradigm and in particular the reunion episode, 50 6-month-olds' affective, behavioral, and physiologic reactions were recorded and analyzed. Infants reacted to the still-face with negative affect, a drop in vagal tone, and an increase in heart rate. By contrast, they reacted to the reunion episode with a mixed pattern of positive and negative affect. There was a carryover of negative affect from the still-face, an increase in fussiness and crying, and a rebound of positive affect. During this episode, the infants' heart rate and vagal tone returned to initial levels. The data indicate that infant affective displays are specifically related to different interactive events, but that their physiologic reactions do not show the same level of specificity. The findings also highlight the complexity of the affective and reparatory processes that take place in mother-infant interactions. 相似文献
92.
肉桂是我国名贵中药材和芳香原料,它的应用历史相当悠久,但对肉桂粉实病的系统研究,在国内外尚为首次。通过调查研究,查明该病的发生规律和病原菌花生油盘孢菌(Elaeodemafloricola)的特性。 相似文献
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ADVERTISING AGE YEARBOOK 1983 (Chicago: Crain Books, 1983---$34.95) WRITING FOR THE MEDIA: PUBLIC RELATIONS AND THE PRESS by Sandra Pesmen (Chicago: Crain Books, 1983---$12.95, paper) MEDIA PLANNING WORKBOOK by Jack Z. Sissors and William B. Goodrich (Chicago: Crain Books, 1983---$12.95, paper) 相似文献
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Ernst Z. Rothkopf 《教育心理学家》2013,48(2):58-66
The problems that educational research are supposed to solve have been poorly analyzed and the basic phenomena that we are trying to understand have not been clearly described. Educational experimenters often resemble Leerlaufreaktionen in lower animals, i.e., complex, highly integrated activities that take place despite the absence of an appropriate environmental occasion. We have tended to forget the practical origins of science and have allowed ourselves to be dominated by overly abstract ideas that betray our goals. Experimenters require tangible events to think and wonder about in order to improve their intuitions and in order to generate and test ideas that will deepen our understanding of nature and make a real difference in the practical world. Better observations of what actually goes on in instructional situations are therefore needed and more detailed records of teaching and learning must be kept. An instructional record‐keeping system called a course memory is described. 相似文献
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Roberts J. Kyle Henson Robin K. Tharp Barbara Z. Moreno Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213
Journal of Science Teacher Education - 相似文献
99.
Kathleen J. Roth Helen E. Garnier Catherine Chen Meike Lemmens Kathleen Schwille Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011 相似文献
100.
Cynthia J. Osborn Erin M. West William Z. Nance 《Counselor Education & Supervision》2017,56(2):112-129
Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education. 相似文献