全文获取类型
收费全文 | 1299篇 |
免费 | 36篇 |
国内免费 | 4篇 |
专业分类
教育 | 1000篇 |
科学研究 | 90篇 |
各国文化 | 23篇 |
体育 | 81篇 |
综合类 | 1篇 |
文化理论 | 17篇 |
信息传播 | 127篇 |
出版年
2021年 | 18篇 |
2020年 | 13篇 |
2019年 | 24篇 |
2018年 | 44篇 |
2017年 | 34篇 |
2016年 | 47篇 |
2015年 | 24篇 |
2014年 | 48篇 |
2013年 | 341篇 |
2012年 | 19篇 |
2011年 | 29篇 |
2010年 | 22篇 |
2009年 | 27篇 |
2008年 | 34篇 |
2007年 | 30篇 |
2006年 | 30篇 |
2005年 | 27篇 |
2004年 | 18篇 |
2003年 | 22篇 |
2002年 | 24篇 |
2001年 | 15篇 |
2000年 | 14篇 |
1999年 | 15篇 |
1998年 | 10篇 |
1997年 | 18篇 |
1996年 | 11篇 |
1995年 | 16篇 |
1994年 | 15篇 |
1993年 | 16篇 |
1992年 | 9篇 |
1991年 | 15篇 |
1990年 | 12篇 |
1989年 | 14篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 16篇 |
1984年 | 11篇 |
1983年 | 28篇 |
1982年 | 20篇 |
1981年 | 12篇 |
1980年 | 7篇 |
1979年 | 16篇 |
1978年 | 12篇 |
1977年 | 11篇 |
1975年 | 8篇 |
1974年 | 12篇 |
1973年 | 12篇 |
1972年 | 7篇 |
1970年 | 7篇 |
排序方式: 共有1339条查询结果,搜索用时 15 毫秒
991.
Using a genetic design of 234 six-year-old twins, this study examined (a) the contribution of genes and environment to social versus physical aggression, and (b) whether the correlation between social and physical aggression can be explained by similar genetic or environmental factors or by a directional link between the phenotypes. For social aggression, substantial (shared and unique) environmental effects but only weak genetic effects were found. For physical aggression, significant effects of genes and unique environment were found. Bivariate modeling suggests that social and physical aggression share most of their underlying genes but only very few overlapping environmental factors. The correlation between the two phenotypes can also be explained by a directional effect from physical to social aggression. 相似文献
992.
Andrea Allard Evelyn Bransgrove Maxine Cooper Jill Duncan Maree Macmillan 《Asia-Pacific Journal of Teacher Education》1995,23(2):185-194
This article reports on an investigation of primary and early‐childhood teacher‐education students’ understandings and beliefs about the influence of gender on their careers and life choices. The research was undertaken by a collaborative team from three Victorian universities. We took as our premiss that if teacher‐education students are to be effective in promoting gender inclusiveness throughout the schooling culture, they must first reflect on the operation of the sex/gender system in their own lives. A range of viewpoints are included about the gendered understandings commonly held by the tertiary students surveyed. The resulting insights enabled us to suggest more effective strategies for fostering gender awareness in teacher education. 相似文献
993.
994.
Clock drawing in developmental dyslexia 总被引:2,自引:0,他引:2
Although developmental dyslexia is often defined as a language-based reading impairment not attributable to low intelligence or educational or socioeconomic limitations, the behavioral manifestations of dyslexia are not restricted to the realm of language. Functional brain imaging studies have shed light on physiological differences associated with poor reading both inside and outside the classical language areas of the brain. Concurrently, clinically useful tests that elicit these nonlinguistic deficits are few. Specifically, the integrity of the dorsal visual pathway, which predominantly projects to the parietal cortex, remains underinvestigated, lacking easily administered tests. Here we present the Clock Drawing Test (CDT), used to test the visuoconstructive ability of children with and without dyslexia and garden-variety poor readers. Compared to typically reading children, many children with dyslexia and some garden-variety poor readers showed significant left neglect, as measured by the distribution of figures drawn on the left clock face. In the poor readers with dyslexia, we observed spatial construction deficits like those of patients with acquired right-hemisphere lesions. The results suggest that in some children with dyslexia, right-hemisphere dysfunction may compound the phonological processing deficits attributed to the left hemisphere. The CDT provides an easy opportunity to assess skills known to be associated with right-hemisphere parietal function. This test can be easily administered to children for both clinical and research purposes. 相似文献
995.
The proposed left hemisphere dysfunction in dyslexia was investigated in a review of four studies using regional cerebral blood flow (rCBF; N=152) and combined auditory evoked responses (AERs) with positron emission tomography (PET) (N=20). In contrast to the positive relation that was found between temporal rCBF and orthographic task accuracy, an inverse correlation was found phonemic in normals between task accuracy and left temporal rCBF activation, near Heschl's gyrus. Dyslexics, by contrast, showed a positive correlation between Heschl's gyrus activation (by PET and rCBF) and phonemic processing accuracy. The AER's at C3 for an early positive component (P1) showed that these relationships were true both on hit trials and correct rejection trials, indicating that the perceptual rather than motoric or selective attention aspects of the task were being measured. Methodological issues were emphasized, including the difficulty of interpreting mean differences in brain activity at a given site without considering the separate multivariate structures that might exist in the two populations. 相似文献
996.
Thirty learning style preferences are profiled for a group of adult male students enrolled in an external degree program. The Canfield Learning Style Inventory was used to assess the adult students' learning styles. These external degree students had eleven significantly different learning preferences compared to Canfield's norm group. Correlations between learning styles and traditional learning environments also were examined. Implications of the results, strengths and limitations in the research are discussed. 相似文献
997.
Frank P. C. M. de Jong Robert-Jan Simons 《European Journal of Psychology of Education - EJPE》1988,3(2):177-190
In this paper an experiment is reported on the influence of two variations of instructions on learning performance and thinking-aloud protocols of 64 pupils from secondary schools. Furthermore, differences between successful and less successful pupils in self-regulatory processes during text processing are described. The texts consisted of instructions on how to use a computer keyboard and a text-editor. Learning performance referred to both knowledge and application. The variation in instructions did not influence the learning performance and the thinking-aloud protocols (either quantitatively or qualitatively), but the variable Marks/No Marks did. The main differences between successful and less successful pupils occurred in orientation processes, especially with regard to Reflection on Foreknowledge and Gaps in Foreknowledge. Differences also turned up for processes such as Process Selection and Making Summaries. The results are discussed in light of the results from a prior study with an informative text. 相似文献
998.
999.
The Chemistry Curriculum Committee of the Philadelphia school district developed a chemistry course guide for use in the city's comprehensive high schools. Instruction based on this guide was intended, in part, to develop critical thinking ability, open-mindedness, and knowledge of the processes of science. Critical thinking ability and open-mindedness appears to have been developed; but only when pretesting was part of the teaching process. Knowledge of the processes of science has not been developed by students in chemistry classes following the Guide, perhaps because of a lack of strict adherence to the intent and content of the chemistry guide. 相似文献
1000.
This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed. 相似文献