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101.
Sandra Valenti 《图书馆管理杂志》2017,57(7):807-817
Teaching in an online environment is not without its barriers. Time for course preparation, a need to engage students, and the need for near-constant accessibility make teaching online more difficult than might be the case in a face-to-face environment. However, changes in society, the need for students to interweave scholarship with their lives, work, and families, and continuing competition among higher education institutions are some reasons to do so. This article presents the reasons I believe it is important to teach online and offers a few suggestions for course development as a counterpoint to Dr. Holley's (2017) column on teaching management. 相似文献
102.
Andrea S. Taverna Douglas L. Medin Sandra R. Waxman 《Early education and development》2016,27(8):1109-1129
Across the world, people form folkbiological categories to capture their commonsense organization of the natural world. Structured in accordance with universal principles, folkbiological categories are also shaped by experience. Here we provide new evidence from the Wichi—an understudied indigenous community who live in the Chaco rainforest and speak their heritage language. A total of 44 Wichi (6- to 8-year-olds, 9- to 12-year-olds, adults) participated in an induction task designed to identify how broadly they attribute an invisible biological property (e.g., an internal organ) from 1 individual (either a human, nonhuman animal, or plant) to other humans, nonhuman animals, plants, natural kinds, and artifacts. Research Findings: These results (a) clarify the content of the Wichi’s categories and the words they use to describe them, (b) showcase the power of covert (unnamed) categories, and (c) fortify the view that human-centered reasoning is not a universal starting point for reasoning about nature. Practice or Policy: Implications of these findings for early science education are discussed. In particular, we discuss (a) how the Wichi’s construal of the natural world may be best integrated when they reach the (Western science–inspired) classroom and (b) how the current results bear on central issues in early science education more broadly. 相似文献
103.
ABSTRACT: The paper explores the current rationale for primary science in England with a focus on how competing perspectives arising from perceptions of educational ideology and policy discourse have helped to shape current practice. The aim will be to provide a conceptual understanding of this by focusing specifically on how policy has influenced practice. In particular it will consider the way in which discourse and policy text have contributed to the emergent rationale for primary science which in many ways reflects conflicting influences, views and policies. Data were collected over a year from a regional survey and from four case-study primary schools. The findings suggest that teachers in primary schools face tensions between promoting both an educational and a political rationale for learning primary science. The paper will conclude by suggesting that the justification for primary science should be based on what we already know about how children learn science as well as helping them to develop an understanding of science and how it influences and is intrinsically linked to the needs of society. 相似文献
104.
Two models of vulnerability to socioenvironmental risk were examined in 337 African American children (M = 7.8 years) recruited to overrepresent prenatal alcohol or cocaine exposure: The cumulative risk model predicted synergistic effects from exposure to multiple risk factors, and the fetal patterning of disease model predicted that prenatal insult will increase vulnerability to environmental risk. Four or more risks emerged as a threshold for poorer cognitive and behavioral outcome among the non‐substance‐exposed children, whereas substance‐exposed children showed greater vulnerability to lower levels of environmental risk. Cumulative risk was associated with increased delinquent and internalizing behaviors only for the substance‐exposed group. Results support the cumulative risk model for non‐substance‐exposed children and increased vulnerability to environmental risk among the substance‐exposed group. 相似文献
105.
106.
贾雷蒂 《徐州师范大学学报(哲学社会科学版)》2008,34(3):9-12
对20世纪30年代新文学史的编纂和对新文学作品的选编,需要与当时的社会和文化境况,特别是与当时的文化争论紧密联系起来.重读这些资料,有助于我们今天对当时文化界境况的了解,而且也可以重温当时对新文学的评价,从中可见五四运动的一些主要人物再三重申并肯定五四理想,同时也表现出他们的一些不自信和担心.他们反思到:他们生命中的一段历程结束了,与之诞生的文学也行将告一段落.总之,可以推想:20世纪30年代新文学史的编纂和新文学作品的选辑,并不是五四全盛时期的硕果,而是人们对轰轰烈烈的五四运动的深切留恋,<中国新文学大系>尤其可以算是为了已结束的文化时代,也为了自己一代人所作出的贡献而建立的一座纪念碑. 相似文献
107.
PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other... 相似文献
108.
Dr. Sandra K. Abell 《Journal of Science Teacher Education》1992,3(1):11-15
Conclusion The pursuit of meaning through reflection is an ultimate goal of teacher education. The reading reaction sheet strategy is
one way to help methods students construct meaning about science teaching and learning, and is applicable to other college
courses where considerable reading is expected. Furthermore, through instructor modeling (Kyle, Abell, & Shymansky, 1989;
Yeany & Padilla, 1986), preservice teachers are more likely to employ techniques for reading in the content area in their
own teaching. Thus the reading reaction sheet strategy illustrates the integration of research in reading, writing, and science
education and its application to classroom practice. 相似文献
109.
Recent research suggests that preschool children approach the task of word learning equipped with implicit biases that lead them to prefer some possible meanings over others. The noun-category bias proposes that children favor category relations when interpreting the meaning of novel nouns. In the series of experiments reported here, we develop a stringent test of the noun-category bias and reveal that it is present in children as young as 2 years of age. In each experiment, children participated in a 5-item match-to-sample task. Children were presented with a target item (e.g., a cow) and 4 choices, 2 of which belonged to the same superordinate category as the target (e.g., a fox and a zebra) and 2 of which were thematically related to the target (e.g., milk and a barn). In Experiment 1 we demonstrate that novel nouns prompt preschool children to attend to superordinate-level category relations, even in the presence of multiple thematic alternatives. In Experiment 2, we ascertain that the bias is specific to nouns; novel adjectives do not highlight superordinate category relations. In Experiment 3, we demonstrate the noun-category bias in 2-year-olds. The nature and utility of the noun-category bias are discussed. 相似文献
110.
Wootton-Gorges SL Stein-Wexler R Walton JW Rosas AJ Coulter KP Rogers KK 《Child abuse & neglect》2008,32(6):659-663
PURPOSE: Chest radiographs (CXR) are the standard method for evaluating rib fractures in abused infants. Computed tomography (CT) is a sensitive method to detect rib fractures. The purpose of this study was to compare CT and CXR in the evaluation of rib fractures in abused infants. METHODS: This retrospective study included all 12 abused infants identified from 1999 to 2004 who had rib fractures and both CXR and CT (8 abdomen CTs, 4 chest CTs). CT exams had been performed for clinical indications, and were obtained within one day of the CXR. Studies were reviewed by two pediatric radiologists to determine the number, locations, and approximate ages of the rib fractures. A total of 225 ribs were completely (192) or partially (33) seen by CT, and the matched ribs on CXR were used for the analysis. RESULTS: The mean patient age was 2.5 months (1.2-5.6), with seven females and five males. While 131 fractures were visualized by CT, only 79 were seen by CXR (p<.001). One patient had fractures only seen by CT. There were significantly (p<.05) more early subacute (24 vs. 4), subacute (47 vs. 26), and old fractures (4 vs. 0) seen by CT than by CXR. Anterior (42 vs. 11), anterolateral (21 vs. 12), posterolateral (9 vs. 3) and posterior (39 vs. 24) fractures were better seen by CT than by CXR (p<.01). Bilateral fractures were detected more often by CT (11) than by CXR (6). CONCLUSIONS: While this study group is small, these findings suggest that CT is better than CXR in visualizing rib fractures in abused infants. 相似文献