全文获取类型
收费全文 | 1405篇 |
免费 | 22篇 |
专业分类
教育 | 1132篇 |
科学研究 | 58篇 |
各国文化 | 29篇 |
体育 | 54篇 |
文化理论 | 11篇 |
信息传播 | 143篇 |
出版年
2023年 | 7篇 |
2022年 | 5篇 |
2021年 | 14篇 |
2020年 | 28篇 |
2019年 | 33篇 |
2018年 | 29篇 |
2017年 | 45篇 |
2016年 | 40篇 |
2015年 | 34篇 |
2014年 | 33篇 |
2013年 | 339篇 |
2012年 | 35篇 |
2011年 | 44篇 |
2010年 | 38篇 |
2009年 | 36篇 |
2008年 | 38篇 |
2007年 | 33篇 |
2006年 | 32篇 |
2005年 | 47篇 |
2004年 | 35篇 |
2003年 | 26篇 |
2002年 | 43篇 |
2001年 | 19篇 |
2000年 | 33篇 |
1999年 | 16篇 |
1998年 | 11篇 |
1997年 | 11篇 |
1996年 | 25篇 |
1995年 | 13篇 |
1994年 | 22篇 |
1993年 | 27篇 |
1992年 | 17篇 |
1991年 | 24篇 |
1990年 | 15篇 |
1989年 | 11篇 |
1988年 | 15篇 |
1987年 | 10篇 |
1986年 | 14篇 |
1985年 | 11篇 |
1984年 | 9篇 |
1983年 | 14篇 |
1982年 | 6篇 |
1981年 | 10篇 |
1980年 | 20篇 |
1979年 | 11篇 |
1978年 | 11篇 |
1977年 | 6篇 |
1976年 | 6篇 |
1974年 | 4篇 |
1973年 | 5篇 |
排序方式: 共有1427条查询结果,搜索用时 9 毫秒
121.
122.
123.
124.
Patricia R. Krysinski 《Journal of Personnel Evaluation in Education》1990,3(3):239-260
This article is based on a paper prepared for presentation at the Annual Meeting of the American Educational Research Association, April 5–9, 1988, New Orleans. 相似文献
125.
Charles F. Flaherty Patricia S. Grigson Cynthia Coppotelli Colin Mitchell 《Learning & behavior》1996,24(1):68-81
Intake of a 0.15% saccharin solution was suppressed when it was followed by a 32% sucrose solution in brief daily pairings. With equal access durations to the two solutions, intervals of intermediate duration (2 or 3 min) produced a larger contrast than more extreme intervals (1 or 10 min). There was no evidence of inhibition of delay with the 10-min interval (Experiments 1A and 1B). When access times were asymmetrical, longer access time to the first solution reduced contrast, whereas longer access time to the second solution enhanced contrast (Experiment 2). Contrast was greater when the two solutions were presented at consistent and separate spatial locations than when location was changed randomly or when both solutions were presented in sequence at the same location. However, a degree of contrast occurred in all conditions (Experiment 3). Experiment 4, conducted with the solutions in opposite arms of a T-maze, showed that anticipatory approach to the location correlated with the 32% sucrose solution developed prior to lick suppression on the saccharin solution. However, within daily sessions, there was a reliable increase in contrast without correlated changes in anticipatory-approach behavior. Access-time effects were attributed to altered reward values, whereas spatial-separation effects suggest that goal-directed responses contribute to, but do not cause, anticipatory contrast. 相似文献
126.
Individual and Peer Characteristics in Predicting Boys' Early Onset of Substance Abuse: A Seven-Year Longitudinal Study 总被引:1,自引:0,他引:1
Patricia L. Dobkin Richard E. Tremblay Louise C. Mâsse Frank Vitaro 《Child development》1995,66(4):1198-1214
Early onset of substance abuse is a clear marker for future maladjustment in adolescents. The present study employed data originating from 755 6-year-old boys from low SES neighborhoods, who were followed through age 13, to predict this marker. 3 models were tested using LISREL analyses to determine whether individual characteristics and/or peer influences were linked to subsequent substance abuse. Individual characteristics consisted of fighting, hyperactivity, oppositional behaviors, and likability. Peer influences referred to mutual friends' characteristics (aggressiveness and likability). Data were obtained from 3 different sources: teacher ratings, peer ratings, and self-reports. Results were replicated at ages 10, 11, and 12 years with 3 subsamples of the original sample and indicated that individual characteristics, more than friends' deviance, are pivotal in the development of substance abuse. This finding is consistent with results from other longitudinal studies involving children from a variety of cultural backgrounds. It suggests that prevention programs should target individual characteristics and begin at an early age. 相似文献
127.
Patricia A. Crawford Sherron Killingsworth Roberts Vicky Zygouris-Coe 《Journal of Early Childhood Teacher Education》2019,40(1):44-56
ABSTRACTTeacher educators might consider using high-quality picturebooks as partners to help teacher candidates understand and navigate today’s painful world realities. From a critical perspective, these books also have the potential to reflect and shape empathy and action in regard to these difficult situations. This piece includes a rationale for using picturebooks to address human crises, findings related to a study of 21st-century representations of crises in picturebooks, and implications for sharing these books as pedagogical partners to engage with teacher candidates. To this end, we conducted a content analysis of recent 21st-century fictional picturebooks depicting human crises. Topics related to refugee status, poverty, homelessness, and hunger were analyzed to reveal common themes across these books related to persistence, courage, caring, and hope. Teacher educators who are eager to address 21st-century disasters, many of which are presented in sensitive and accessible ways in recent touchstone picturebooks, can find a ready and capable partner in these powerful picturebooks to help readers understand and navigate these human crises. 相似文献
128.
Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses. 相似文献
129.
130.
What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives 总被引:1,自引:0,他引:1
Patricia?S.?Wilson Thomas?J.?CooneyEmail author David?W.?Stinson 《Journal of Mathematics Teacher Education》2005,8(2):83-111
Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with attention to various processes such as reasoning and problem solving. In a series of three interviews, we examined nine experienced and professionally active teachers’ views of good mathematics teaching and how it develops. The interviews were couched in the context of the teachers mentoring student teachers. In general, these teachers thought good teaching requires a sound knowledge of mathematics, promotes mathematical understanding, engages and motivates students, and requires effective management skills. Furthermore, the teachers felt that good teaching is developed from experience, education, personal reading and reflection, and interaction with colleagues. Experience was considered the primary contributor. The article compares and contrasts the teachers’ notions of good teaching with those of various scholars and researchers and positions stated in various reform documents. 相似文献