全文获取类型
收费全文 | 7145篇 |
免费 | 229篇 |
国内免费 | 6篇 |
专业分类
教育 | 4679篇 |
科学研究 | 667篇 |
各国文化 | 75篇 |
体育 | 402篇 |
综合类 | 1篇 |
文化理论 | 95篇 |
信息传播 | 1461篇 |
出版年
2022年 | 21篇 |
2021年 | 41篇 |
2020年 | 72篇 |
2019年 | 119篇 |
2018年 | 204篇 |
2017年 | 260篇 |
2016年 | 360篇 |
2015年 | 223篇 |
2014年 | 161篇 |
2013年 | 987篇 |
2012年 | 168篇 |
2011年 | 214篇 |
2010年 | 113篇 |
2009年 | 119篇 |
2008年 | 169篇 |
2007年 | 208篇 |
2006年 | 165篇 |
2005年 | 836篇 |
2004年 | 646篇 |
2003年 | 351篇 |
2002年 | 153篇 |
2001年 | 121篇 |
2000年 | 65篇 |
1999年 | 102篇 |
1998年 | 127篇 |
1997年 | 108篇 |
1996年 | 131篇 |
1995年 | 100篇 |
1994年 | 130篇 |
1993年 | 121篇 |
1992年 | 95篇 |
1991年 | 37篇 |
1990年 | 75篇 |
1989年 | 38篇 |
1988年 | 30篇 |
1987年 | 24篇 |
1986年 | 27篇 |
1985年 | 26篇 |
1984年 | 23篇 |
1983年 | 17篇 |
1982年 | 25篇 |
1981年 | 31篇 |
1980年 | 27篇 |
1979年 | 22篇 |
1978年 | 22篇 |
1977年 | 13篇 |
1976年 | 20篇 |
1975年 | 14篇 |
1974年 | 20篇 |
1973年 | 16篇 |
排序方式: 共有7380条查询结果,搜索用时 15 毫秒
91.
92.
This article examines the historical fantasy world created by Joan Aiken in the eleven volumes of her Wolves of Willoughby Chase series. In particular it looks at her subversion of historical reality by the creation of an alternative yet recognisable representation of our own world, using a wide range of events, and the remoulding of aspects of language and geography. It also discusses her reasons for writing in this form and explores the character of Dido Twite as heroine and major raison dtre of the series.This revised version was published online in May 2005 with corrections to the article title. 相似文献
93.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
94.
Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
95.
The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children
and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development
in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented
perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of
teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and
extensive curricular changes to indoor environments. 相似文献
96.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
97.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
98.
99.
100.
Formal models for service composition have been proposed with the variation of the requirements of service developers. Some
famous models have provided checking and verification techniques and tools for the behavior of service composition. These
models generally focus much on the message flow of web services and neglecting the data contained in the exchanged messages
among services, which restrict the application range of these models and also the web service techniques. As new kind of services
with different protocols and communication methods have appeared, it is needed to model service composition from a new view
which is adapted to the new development in service area. In this paper we offer a function oriented model of service composition
which treats the composite service as a software system and specify the function of services which can be directly used to
the realization by service providers. 相似文献