全文获取类型
收费全文 | 2151篇 |
免费 | 65篇 |
专业分类
教育 | 1763篇 |
科学研究 | 31篇 |
各国文化 | 45篇 |
体育 | 101篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 269篇 |
出版年
2023年 | 13篇 |
2022年 | 25篇 |
2021年 | 31篇 |
2020年 | 71篇 |
2019年 | 112篇 |
2018年 | 133篇 |
2017年 | 164篇 |
2016年 | 136篇 |
2015年 | 84篇 |
2014年 | 110篇 |
2013年 | 505篇 |
2012年 | 81篇 |
2011年 | 93篇 |
2010年 | 62篇 |
2009年 | 68篇 |
2008年 | 68篇 |
2007年 | 57篇 |
2006年 | 44篇 |
2005年 | 33篇 |
2004年 | 36篇 |
2003年 | 41篇 |
2002年 | 36篇 |
2001年 | 16篇 |
2000年 | 37篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 16篇 |
1996年 | 18篇 |
1995年 | 15篇 |
1994年 | 14篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
1960年 | 1篇 |
排序方式: 共有2216条查询结果,搜索用时 15 毫秒
951.
Ran Liu Jennifer J. Phillips Feng Ji Dexin Shi Martha Ann Bell 《Child development》2021,92(6):2529-2545
This study used latent growth curve modeling to identify normative development and individual differences in the developmental patterns of shyness and anger/frustration across childhood. This study also examined the impacts of maternal intrusiveness and frontal electroencephalogram (EEG) asymmetry at age 4 on the developmental patterns of shyness and anger/frustration. 180 children (92 boys, 88 girls; Mage = 4.07 years at baseline; 75.6% White, 18.3% Black, 6.1% multiracial/other) participated in the study. Normative development included significant linear decreases in shyness and anger/frustration. Individual variation existed in the developmental patterns. Children with left frontal EEG asymmetry showed a faster decreasing pattern of shyness. Children who experienced higher maternal intrusiveness and had left frontal EEG asymmetry showed a slower decreasing pattern of anger/frustration. 相似文献
952.
Jennifer Kitchen 《British Educational Research Journal》2021,47(2):372-388
This article, understanding populism as an essentially undemocratic ideology, argues that the pro-social theatre education approach of ensemble pedagogy can offer a model of educational practice which counters these anti-democratic rhetorics by creating a shared space for the enactment of empathetic discourse. Via an ethnography of the UK Shakespeare Schools Foundation festival project, the notion of the theatre education ensemble ‘family’ as a model of civic caring is offered as an alternative, feminist ‘care perspective’ on civic and political rhetorics, in contrast to the patriarchal ‘justice perspectives’ which facilitate the reductive anti-democratic rhetorics of populism. Thus, this article concludes that ensemble approaches to theatre education, viewed through this feminist pedagogy lens, hold rich potential for developing learners’ capacity to resist populism and act in socially hopeful ways. 相似文献
953.
954.
Alienation and engagement: development of an alternative theoretical framework for understanding student learning 总被引:1,自引:0,他引:1
Jennifer M. Case 《Higher Education》2008,55(3):321-332
In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for
characterising the student experience of learning in higher education, compared to current dominant perspectives such as that
offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation
is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed
for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering
the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community.
Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience. 相似文献
955.
Shirley Wyver Jennifer Stephenson Shane N. Phillipson Shirley Wyver Simon Cassidy 《教育心理学》2008,28(2):223-228
956.
Forty‐eight adults were trained on monosyllabic pseudowords and their meanings and then tested in vocal spelling. The orthographic inconsistency of the rime (e.g. orn, awn for ‘glorn’) and the number of learning trials affected accuracy and response latency in the vocal spelling test. In addition, orthographic typicality as assessed by neighbour statistics predicted item spelling accuracy. Spelling accuracy on orthographically consistent items significantly increased with training, suggesting that unfamiliar monosyllables are not necessarily spelled by reliance on sound–spelling correspondences at the rime level. Analysis of spelling errors revealed that good spellers made more spelling errors containing alternative rime spellings and fewer errors that were phonologically inappropriate than poor spellers. 相似文献
957.
This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching|co-generative dialogue|co-respect|co-responsibility dialectic is introduced as a way to conceptualise coteaching practice and support successful implementation. We also discuss means to introduce coteaching into the preservice programs and report on findings from an evaluative study of the implementation process. Coteaching has the potential to re-conceptualise teacher preparation and professional development models for science teachers. 相似文献
958.
Min Wang Alida Anderson Chenxi Cheng Yoonjung Park Jennifer Thomson 《Reading and writing》2008,21(6):627-644
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English
phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English
counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading
skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing,
on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling
for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory
processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are
discussed in terms of the impact of cross-language differences in bilingual reading acquisition. 相似文献
959.
The `Vinson Report' on Public Education in NSW has become received wisdom. The report's recommendation on class sizes has attracted more attention than any other. This is unfortunate because it is on this issue that the Report is weakest. A thorough appraisal of the research on class sizes reveals that many studies have methodological problems that make their application in a real world context doubtful; many studies have introduced other reforms such as curriculum changes at the same time as class size reduction, making their individual effects impossible to determine; the large majority of studies have found no significant effects of class size on student achievement, while the remainder have shown small benefits, usually only when classes have less than 20 students; class size has less effect when teachers are competent; and the single most important influence on student achievement is teacher quality. Research shows unequivocally that it is far more valuable, both in educational and fiscal terms, to have good teachers than lots of teachers. It must be ensured that the current and incoming teaching force is the best it can be, before seeking to expand it.Key Words: child development, class size, public education, student achievement, teacher quality, teaching methods 相似文献
960.
Thomas W. Farmer Jill V. Hamm Molly Dawes Katherine Barko-Alva Jennifer Riedl Cross 《教育心理学家》2019,54(4):286-305
Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students. 相似文献