全文获取类型
收费全文 | 673篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 565篇 |
科学研究 | 42篇 |
各国文化 | 9篇 |
体育 | 28篇 |
文化理论 | 4篇 |
信息传播 | 36篇 |
出版年
2022年 | 5篇 |
2021年 | 12篇 |
2020年 | 12篇 |
2019年 | 9篇 |
2018年 | 17篇 |
2017年 | 23篇 |
2016年 | 22篇 |
2015年 | 18篇 |
2014年 | 8篇 |
2013年 | 149篇 |
2012年 | 15篇 |
2011年 | 13篇 |
2010年 | 11篇 |
2009年 | 12篇 |
2008年 | 11篇 |
2007年 | 19篇 |
2006年 | 11篇 |
2005年 | 13篇 |
2004年 | 10篇 |
2003年 | 20篇 |
2002年 | 15篇 |
2001年 | 13篇 |
2000年 | 8篇 |
1999年 | 16篇 |
1998年 | 12篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 5篇 |
1990年 | 10篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 4篇 |
1983年 | 7篇 |
1982年 | 4篇 |
1981年 | 8篇 |
1980年 | 5篇 |
1979年 | 14篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 10篇 |
1973年 | 9篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1968年 | 5篇 |
排序方式: 共有684条查询结果,搜索用时 15 毫秒
61.
62.
63.
64.
65.
66.
Jonathan Cohen 《Annals of dyslexia》1994,44(1):165-184
Children may present with reading and/or attentional and/or affective (depressive) disorders in childhood. Although reading
problems are more readily identifiable, childhood attentional and affective disorders can be difficult to recognize and diagnose.
Here are discussed a number of complex and potentially confusing ways in which reading, attentional and affective disorders
may be related: a primary problem in one area may result in problems in another; one disorder may look like another; and/or
a child may simultaneously present two or all three primary disorders. Current clinical practice and recent and ongoing research
is presented to clarify the changing definitions and potential relationships of these three childhood disorders to aid the
process of differential diagnosis. 相似文献
67.
Jonathan Cohen 《Journal of Jewish Education》2020,86(1):9-34
ABSTRACTThis article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought. 相似文献
68.
The present study investigated the ability of 3- and 4-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. We found that 3-year-olds performed at chance on the auditory-visual matching task, while 4-year-olds performed significantly above chance. There is evidence that mastery of the linguistic counting system is related to success on this task. These findings are unexpected given previous research reporting that 6–8-month-olds can detect the numerical equivalence between a set of sounds and items in a visual display. 相似文献
69.
70.
Christine McWayne Virginia Hampton John Fantuzzo Heather L. Cohen Yumiko Sekino 《Psychology in the schools》2004,41(3):363-377
The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004. 相似文献