全文获取类型
收费全文 | 1552篇 |
免费 | 47篇 |
国内免费 | 1篇 |
专业分类
教育 | 1217篇 |
科学研究 | 36篇 |
各国文化 | 18篇 |
体育 | 100篇 |
文化理论 | 13篇 |
信息传播 | 216篇 |
出版年
2024年 | 3篇 |
2023年 | 27篇 |
2022年 | 25篇 |
2021年 | 49篇 |
2020年 | 60篇 |
2019年 | 96篇 |
2018年 | 137篇 |
2017年 | 138篇 |
2016年 | 109篇 |
2015年 | 69篇 |
2014年 | 89篇 |
2013年 | 320篇 |
2012年 | 64篇 |
2011年 | 47篇 |
2010年 | 35篇 |
2009年 | 41篇 |
2008年 | 40篇 |
2007年 | 29篇 |
2006年 | 27篇 |
2005年 | 27篇 |
2004年 | 20篇 |
2003年 | 23篇 |
2002年 | 12篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 7篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 8篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 7篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1970年 | 2篇 |
1967年 | 2篇 |
1965年 | 1篇 |
1930年 | 1篇 |
1929年 | 1篇 |
排序方式: 共有1600条查询结果,搜索用时 265 毫秒
171.
Infant Proneness-to-Distress Temperament, Maternal Personality, and Mother-Infant Attachment: Associations and Goodness of Fit 总被引:3,自引:1,他引:3
Sarah Mangelsdorf Megan Gunnar Roberta Kestenbaum Sarah Lang Debra Andreas 《Child development》1990,61(3):820-831
66 mother-infant pairs were examined when the infants were 9 and 13 months. The purpose of this report was to examine relations between infant proneness-to-distress temperament, maternal personality characteristics, and mother-infant attachment. There were no main-effect relations between infant proneness-to-distress temperament as assessed at 9 months and infant attachment classification at 13 months. This was true whether security of attachment (A and C vs. B) or proposed temperament (A1-B2 vs. B3-C2) groupings of attachment classifications were examined. Infant proneness-to-distress temperament, however, was associated with maternal behavior and personality. Furthermore, security of attachment could be predicted by an interaction between maternal personality and infant proneness-to-distress. The importance of considering goodness-of-fit relations in predicting attachment security is discussed. 相似文献
172.
Jianwei Zhang Dan Tao Mei-Hwa Chen Yanqing Sun Darlene Judson Sarah Naqvi 《学习科学杂志》2018,27(3):390-430
This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: How can student-driven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using predesigned structures, we propose reflective structuration as a social and temporal mechanism by which members of a community coconstruct/reconstruct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the online discourse and student reflective summaries showed that in the classroom with reflective structuration, students made more active and connected contributions to their online discourse, leading to deeper and more coherent scientific understandings. 相似文献
173.
174.
This study compared the performance of 45 first graders in partial French immersion, partial Hebrew immersion, and traditional English programs on measures of linguistic analysis ability and early reading skills in English. A modified version of the Auditory Analysis Test (Rosner and Simon, 1971) established that both French and Hebrew immersion children were more proficient than their English program peers at explicity analyzing the internal structure of spoken words. Subjects in the Hebrew program read non-words more successfully than either of the other two groups, and read orthographically regular real words better than the control subjects. These results suggest that second language learning, even in a partial immersion setting, enhances linguistic awareness. The potential implications for reading skill acquisition are discussed.This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada. 相似文献
175.
Lynda B. Ransdell Nhu Nguyen Mary A. Hums Megan Clark Sarah B. Williams 《Quest (Human Kinetics)》2018,70(2):234-255
This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair. 相似文献
176.
Sarah Ketchen Lipson Sasha Zhou Blake Wagner III Katie Beck Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41
This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments. 相似文献
177.
Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making. 相似文献
178.
Research Findings: Drawing from a diverse community sample of 89 children, ages 4–6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children. Parents and teachers reported on children’s emotional behavior problems, as indexed by overanxious behavior, overt, and relational aggression. Regression models revealed that higher relational aggression related to closer teacher-child relationships for all children of parents who employed minimization as an emotion socialization practice. Similarly, higher overt aggression related to closer teacher-child relationships for girls who experienced parent minimization. An analogous pattern of results emerged, such that lower parent emotional support buffered girls against the negative effects of higher relational aggression on teacher-child closeness, whereas higher parent emotional support related to lower levels of closeness for these girls. These findings contradict prior research linking supportive emotion socialization practices (e.g., empathy, comforting) to socioemotional competence and unsupportive practices (e.g., minimization, punishment) to poor school adjustment. Practice or Policy: Findings have implications for improving children’s classroom experience by identifying parent emotion socialization and gender as contexts for understanding child emotional behavior problems in relation to teacher-child closeness. 相似文献
179.
Educational integration schemes for children with severe learning difficulties are based partially on the assumption that the presence of these children in schools will increase the extent to which they are accepted by their peers. However, psychological theories of intergroup behaviour suggest that physical presence alone is unlikely to have this effect. In the present study, the intergroup and interpersonal attitudes towards young people with learning difficulties of 128 adolescents in integrated and nonintegrated schools were examined. Results showed no clear differences between the attitudes of children in the two types of school. The frequency of participants’ contact, not the type of school attended, led to more positive expectations about meeting a young person with learning difficulties. In addition, females were found to be more positive than males on several measures. The implications of these results for the methods and content of future research that could inform the process of educational integration are discussed. 相似文献
180.
Research Findings: The present study explored the concrete manifestations of autonomy support (AS) toward toddlers. Eight child care educators were interviewed. Based on our assessment, these educators all valued AS. A qualitative content analysis revealed 18 practices that this group of child care educators considered supportive of toddlers’ autonomy. The present findings are in line with the traditional conceptualization of AS, namely, offering choices and encouraging initiatives, acknowledging the child’s feelings and perspective, and providing rationales and explanations for requests (Deci, Eghrari, Patrick, & Leone, 1994; Koestner, Ryan, Bernieri, & Holt, 1984), suggesting that these practices are developmentally appropriate for toddlers. Yet, they also widen the scope of AS, highlighting additional caregiving practices that may support the autonomy of toddlers. Practice or Policy: The results are discussed in light of child care educators’ professional training context and the relationship between AS and structure. The practices found in this study offer many means of actualizing AS with toddlers on a daily basis. 相似文献