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941.
942.
Katrien Van Laere Michel Vandenbroeck Griet Roets Jan Peeters 《Gender and education》2014,26(3):232-245
Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity ‘that women naturally do’ and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent ‘schoolification’ of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind–body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision. 相似文献
943.
Carol Aubrey Sarah Dahl 《Early Years: An International Journal of Research and Development》2014,34(1):94-108
A review of evidence on the use of information and communication technologies (ICT) in the early years was commissioned by the British Educational Communications and Technology Agency. Views of practitioners, parents and children were obtained and practitioner ICT audits completed. Most young children grow up in media-rich digital environments in which they actively engage. Family members and practitioners are positive and actively promote use of ICT through ongoing socio-cultural practices. There appears to be a gap between children’s access to and use of ICT at home and in early years settings, and between state-maintained and non-maintained sectors. Training implications are marked. Cost of purchase, maintenance and replacement of age-appropriate digital technology remains a challenge and the development of active pedagogy to maximise benefits of technological advances must generate imaginative solutions. 相似文献
944.
Sarah L. Marshall Phillip D. Parker Joseph Ciarrochi Patrick C.L. Heaven 《Child development》2014,85(3):1275-1291
Considerable research has been devoted to examining the relations between self‐esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self‐esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (Mage = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self‐esteem antecedent model (self‐esteem precedes changes in social support), self‐esteem consequence model (social support precedes change in self‐esteem), and a reciprocal influence model. Self‐esteem reliably predicted increasing levels of social support quality and network size across time. In contrast, the consequence model was not supported. The implications of this for helping adolescents to develop higher quality social support structures are discussed. 相似文献
945.
Sarah E. Gaither Eva E. Chen Kathleen H. Corriveau Paul L. Harris Nalini Ambady Samuel R. Sommers 《Child development》2014,85(6):2299-2316
Children prefer learning from, and affiliating with, their racial in‐group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N = 246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority‐primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in‐group members, indicating their in‐group preferences are contextually based. 相似文献
946.
947.
Sarah Fiona Winters 《Children‘s Literature in Education》2014,45(3):239-254
This article argues that Harry Potter fan vids can be used in the classroom as works of secondary criticism about J. K. Rowling’s primary text. It makes two claims: the first is that vids can be read as criticism of a particular text (in this case Harry Potter) alongside other critical essays on that text; the second is that the practice of doing so, for teachers of literature in general, and children’s literature in particular, is a valid one. The article first provides readings of four vids, showing how each can be used to complement traditional scholarly sources as interpretations of the text; and then situates issues arising from the pedagogical possibilities of vids within the larger field of fandom studies. 相似文献
948.
949.
Dharma Jairam Kenneth A. Kiewra Sarah Rogers-Kasson Melissa Patterson-Hazley Kim Marxhausen 《Instructional Science》2014,42(3):409-420
Although researchers have long investigated ways to improve study habits and raise achievement, few studies compare study strategy systems with one another. No study to date has compared the long popular SQ3R (Survey, Question, Read, Recite, Review) system with the more modern SOAR (Select, Organize, Associate, Regulate) system. This study directly compared SQ3R and SOAR to determine which is most effective. College students trained in the SQ3R or SOAR system and given corresponding study materials used their respective method to study a text in preparation for a test assessing fact, relationship, and concept learning. Results confirmed that students who used the SOAR system outperformed those who used the SQ3R system and learned 20 % more relationships, 14 % more facts, and 13 % more concepts. Results were attributed to SOAR’s cognitive processing advantages over SQ3R. 相似文献
950.
In this article, we report on a study that investigated the motivational (e.g. intrinsic motivation) and dispositional variables (e.g. attitudes) that determine teachers’ intention to use or not to use digital learning materials (DLMs). To understand the direct and indirect relationships between these variables, we replicated a study in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone. 相似文献