全文获取类型
收费全文 | 347篇 |
免费 | 4篇 |
专业分类
教育 | 277篇 |
科学研究 | 10篇 |
各国文化 | 6篇 |
体育 | 37篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 16篇 |
2018年 | 13篇 |
2017年 | 16篇 |
2016年 | 19篇 |
2015年 | 7篇 |
2014年 | 7篇 |
2013年 | 73篇 |
2012年 | 8篇 |
2011年 | 9篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 4篇 |
2006年 | 4篇 |
2005年 | 4篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1994年 | 3篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1958年 | 1篇 |
排序方式: 共有351条查询结果,搜索用时 0 毫秒
71.
Phillip D. Bailey Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2002,27(5):463-473
The purpose of this study was to determine which study habits distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds, enrolled in either Spanish, French, German or Japanese classes. A canonical discriminant analysis (F [6, 117], p < 0.0001; canonical R = 0.92) revealed that, compared to their high-performing counterparts, students with the lowest levels of foreign language performance tended to report that: (a) they frequently include a lot of irrelevant or unimportant information in their notes; (b) when they have difficulty with their assignments, they do not seek help from their instructor; (c) they put their lecture notes away after taking the test and never consult them again; (d) they have to be in the mood before attempting to study; (e) they have a tendency to doodle or to daydream when they are trying to study; and (f) they do not look up in a dictionary the meanings of words that they do not understand. Implications are discussed. 相似文献
72.
Technology,phenomenology and educational inquiry 总被引:2,自引:0,他引:2
Phillip Payne 《The Australian Educational Researcher》1996,23(3):81-95
73.
74.
75.
76.
Andrea Bunting Libby Robin Suzanne Uniacke Nicolas Rasmussen Graham Holland Marilys Guillemin Phillip Catton Sverre Myhra Rachel A. Ankeny David Oldroyd Ivan Crozier Peter Anstey Cathy Legg Jan Edward Garrett David Philip Miller John Worrall Andy Pickering Hugh Lacey S. S. Schweber 《Metascience》1999,8(1):125-195
77.
Jo M. Hendrickson Ann Tremblay Phillip S. Strain Richard E. Shores 《Psychology in the schools》1981,18(4):500-504
The purpose of this naturalistic study was to identify the kinds of social behaviors that normally developing preschool children exhibit while manipulating various toys and materials found in most preschool settings. One hundred fifteen 3-, 4-, and 5-year-olds in four day-care centers were observed during free play periods. Thirty-eight available toys and play materials were rated as to whether they were used in an Isolate, Parallel, Sharing/Cooperative, or Physical Assistance context. The resulting data on toy/material use are discussed in terms of selecting physical stimuli in social behavior modification efforts that clearly set the occasion for positive social interaction. 相似文献
78.
Ann Tremblay Jo M. Hendrickson Richard E. Shores Phillip S. Strain 《Psychology in the schools》1980,17(3):380-385
The purpose of this observational study of the activity context in which preschool children engaged in positive social interactions was to produce a data source that could be used to assist in the identification of socially withdrawn children, and to select efficient training contexts in which to develop the social behavior repertoire of withdrawn youngsters. Eleven high-rate and 10 low-rate social interactors, ranging in age from 36 to 72 months, were observed for 12 10-minute sessions across a 3-month period. Six activity contexts were coded by trained observers: Observer, Isolate, Parallel, Game, Cooperative, and Fantasy. The results indicated that: (a) Low-rate children engaged in significantly more Isolate and Observer activity than did high-rate children. (b) High-rate children engaged in significantly more Cooperative and Fantasy activity than did low-rate children. (c) There were no significant differences between groups for Game and Parallel activities. Results are discussed in terms of the concurrent validity between frequency of interaction measures and the activity context data, the developmental progression of social skills acquisition, and the selection of treatment contexts for withdrawn children. 相似文献
79.
Alison Alborz Roger Slee Susie Miles 《International Journal of Inclusive Education》2013,17(9):965-987
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured interviews, and focus groups across four of Iraq's 18 governorates (Erbil, Baghdad, Najaf and Basra). An initial scoping study collected background data through interviews, site-visits and document analysis, establishing the context and informing the design of the main study. In this paper, we provide an overview of the educational context in Iraq, data on school attendance and disability among children aged 6–18 years, and the perspectives and vision for education in Iraq verbalised by key stakeholders. This research provides insights into current patterns of school attendance, and considers some of the implications for inclusive education in Iraq. We conclude by discussing the potential for implementation of Iraqi policy initiatives to impact on the rights of disabled people within education and wider social provision. 相似文献
80.