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61.
1教学形式的基本特征
“小学语文活动教学”是活动教学的一种基本形态。它是在教师指导下,通过学生自主、开放、创造性地进行实践活动,进行个体感受、体验、感悟,不断积累知识.提高学生各方面的协调发展。促进学生整体素质提高的教学。其具体教学形式应具有以下基本特征: 相似文献
62.
Thomas DE Bierman KL Powers CJ;Conduct Problems Prevention Research Group 《Child development》2011,82(3):751-757
Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. 相似文献
63.
Trentacosta CJ Criss MM Shaw DS Lacourse E Hyde LW Dishion TJ 《Child development》2011,82(5):1676-1690
This study investigated the development of mother-son relationship quality from ages 5 to 15 in a sample of 265 low-income families. Nonparametric random effects modeling was utilized to uncover distinct and homogeneous developmental trajectories of conflict and warmth; antecedents and outcomes of the trajectory groups also were examined. Four conflict trajectory groups and 3 warmth trajectory groups were identified. Difficult temperament in early childhood discriminated both conflict and warmth trajectory group membership (TGM), and adult relationship quality in early childhood was related to warmth trajectories. In addition, conflict TGM differentiated youth antisocial behavior during adolescence, and warmth trajectories predicted adolescent peer relationship quality and youth moral disengagement. Implications for socialization processes are discussed. 相似文献
64.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological
and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at
the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills
and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent
literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English
and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively
to assess preschool children’s emergent literacy skills. 相似文献
65.
波兰尼的默会知识理论被认为是认识论上的哥白尼革命,在强调了数百年的理性与科学之后,愈来愈多的人认识到在现实中,除了常规教育传授的系统知识以外,我们日常的生活更倚赖于我们的态度和偏好、我们的习惯与技巧等一些无法言说的知识。 相似文献
66.
67.
文章运用认知建构理论,让学生在多方联想理解记忆的乐趣中,在第一时间快速、准确而轻松地记住五十音图的听、说、读、写,为学好日语迅速打下坚实的基础,尝试为高职日语五十音图教学提供新方法、新模式. 相似文献
68.
学校也好,教校也罢,都是名字而已,真正重要的问题是学生学到了什么,或教师教了什么.随着自己对教育活动的不断实践,尤其是参与了若干课程改革活动之后,笔者对教育现状也颇有感慨!当我们一次次地反思中国的教育像一条条流水线,培养的学生都是缺乏个性的标准件的时候,当我们反复强调当下的教师们要更新教育观念的时候,有谁又在评价教师们的时候更新了评价观念呢?教师们夹在用新的教育观念对待学生和不得不忍耐别人用刻板的规则衡量自己的夹缝里生存.这些所谓的标准和要求也在束缚教师个性的发挥以及教学风格独特性的形成. 相似文献
69.
70.
Molfese VJ Modglin AA Beswick JL Neamon JD Berg SA Berg CJ Molnar A 《Journal of learning disabilities》2006,39(4):296-305
Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool (Get Ready to Read). It was anticipated that participants might show slow skill development. However, the identification of a large group of children (n = 30) who made little or no gains in letter identification compared to their classmates (n = 27), whose gains averaged 7 letters, was not anticipated. Fall to spring gains in letter identification correlated with phonological processing, rhyme detection, environmental print, and Get Ready to Read! scores. Age and general cognitive skills influenced performance on some tasks. More knowledge of the characteristics of children who show the most variations in skill development may lead to insights on using classroom curriculum to focus on skill development. 相似文献