全文获取类型
收费全文 | 1751篇 |
免费 | 21篇 |
国内免费 | 2篇 |
专业分类
教育 | 930篇 |
科学研究 | 593篇 |
各国文化 | 18篇 |
体育 | 67篇 |
文化理论 | 22篇 |
信息传播 | 144篇 |
出版年
2021年 | 14篇 |
2020年 | 14篇 |
2019年 | 32篇 |
2018年 | 38篇 |
2017年 | 44篇 |
2016年 | 25篇 |
2015年 | 19篇 |
2014年 | 38篇 |
2013年 | 342篇 |
2012年 | 22篇 |
2011年 | 28篇 |
2010年 | 32篇 |
2009年 | 26篇 |
2008年 | 30篇 |
2007年 | 26篇 |
2006年 | 23篇 |
2005年 | 33篇 |
2004年 | 34篇 |
2003年 | 35篇 |
2002年 | 22篇 |
2001年 | 18篇 |
2000年 | 16篇 |
1996年 | 21篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 24篇 |
1991年 | 14篇 |
1990年 | 19篇 |
1989年 | 11篇 |
1988年 | 11篇 |
1985年 | 10篇 |
1983年 | 12篇 |
1981年 | 16篇 |
1978年 | 19篇 |
1977年 | 11篇 |
1948年 | 13篇 |
1930年 | 20篇 |
1929年 | 28篇 |
1928年 | 33篇 |
1927年 | 32篇 |
1926年 | 30篇 |
1925年 | 52篇 |
1924年 | 33篇 |
1923年 | 34篇 |
1922年 | 11篇 |
1921年 | 15篇 |
1920年 | 28篇 |
1919年 | 13篇 |
1918年 | 12篇 |
1868年 | 15篇 |
排序方式: 共有1774条查询结果,搜索用时 31 毫秒
31.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
33.
亨利·普拉肯 《中山大学学报论丛》2011,4(1)
论证是一个用理由支持观点以及回应其所受攻击的过程.在过去的几十年里,论证已经成为哲学和人工智能研究领域中的一个重要主题.在哲学方面,十九世纪50年代和60年代图尔敏和佩雷尔曼对形式逻辑的批判,促进了非形式逻辑这一学科的产生,它研究推理和论证的非形式模型.在人工智能方面,论证的形式模型也发展成为常识推理和多主体冲突解决的基本模型.本文将讨论后一领域中所研究发展的形式模型如何能够用以澄清一些哲学领域、以及非形式逻辑领域中的理论问题和争议.本文的一个重要观点是,图尔敏和佩雷尔曼时代的形式逻辑只关注数学化的推理,但那些非数学化的推理形式其实同样也能够被形式化. 相似文献
34.
An experiment with 72 three-year-olds investigated whether encoding events while seeing iconic gestures boosts children's memory representation of these events. The events, shown in videos of actors moving in an unusual manner, were presented with either iconic gestures depicting how the actors performed these actions, interactive gestures, or no gesture. In a recognition memory task, children in the iconic gesture condition remembered actors and actions better than children in the control conditions. Iconic gestures were categorized based on how much of the actors was represented by the hands (feet, legs, or body). Only iconic hand-as-body gestures boosted actor memory. Thus, seeing iconic gestures while encoding events facilitates children's memory of those aspects of events that are schematically highlighted by gesture. 相似文献
35.
36.
37.
38.
The influence of sociocultural factors (ethnicity, socioeconomic status, father absence, and family size) on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze the data on 300 students referred for evaluation and found to be either not eligible for services or eligible for services as mentally retarded or learning disabled. Results indicated that only socioeconomic status and ethnicity made a significant contribution to the prediction of all three groups. Individually, father absence and family size did not contribute to the prediction of special education eligibility. Results of this study suggest that legislative mandates to control for sociocultural factors in the determination of special education eligibility have been only partially successful. 相似文献
39.
Funding agencies in Canada are attempting to break down the organizational boundaries between disciplines to promote interdisciplinary
research and foster the integration of the social sciences into the health research field. This paper explores the extent
to which biomedical and clinician scientists’ perceptions of social science research operate as a cultural boundary to the
inclusion of social scientists into this field. Results indicated that cultural boundaries may impede social scientists’ entry
into the health research field through three modalities: (1) biomedical and clinician scientists’ unfavourable and ambivalent
posture towards social science research; (2) their opposition to a resource increase for the social sciences; and (3) clinician
scientists procedural assessment criteria for social science. The paper also discusses the merits and limitations of Tom Gieryn’s
concept of boundary-work for studying social dynamics within the field of science.
相似文献
Brian D. HodgesEmail: |
40.