全文获取类型
收费全文 | 411篇 |
免费 | 3篇 |
专业分类
教育 | 326篇 |
科学研究 | 26篇 |
各国文化 | 4篇 |
体育 | 15篇 |
文化理论 | 2篇 |
信息传播 | 41篇 |
出版年
2022年 | 3篇 |
2021年 | 7篇 |
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 12篇 |
2017年 | 5篇 |
2016年 | 8篇 |
2015年 | 3篇 |
2014年 | 10篇 |
2013年 | 104篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 3篇 |
2004年 | 11篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 8篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1996年 | 7篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 3篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 8篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1970年 | 2篇 |
1967年 | 4篇 |
1951年 | 3篇 |
1923年 | 2篇 |
排序方式: 共有414条查询结果,搜索用时 0 毫秒
121.
Conclusion There is no doubt that composing can add much to children's potential for learning at the preschool level. It is critical, however, that the writing should always be for meaningful communication. A play environment is rich with opportunities for meaningful labeling, drawing, and sending of messages. Preschool teachers do not have to succumb to a ditto and workbook approach to writing filtered down from the elementary school curriculum. Older children may not have trouble understanding the purposes for isolate drills, tracing, and copying from the board, but younger children become bewildered by such an abstract instruction. Their writing needs to emerge from drawing and dictating and from first-hand experiences. Their audiences must be immediate.When preschool teachers are sensitized to the values of writing for children and provide a stimulating environment in their classrooms, children will learn to write (and read) easily and naturally and will come to their elementary school experiences with a much more solid foundation for the basic skills.Linda Leonard Lamme is Associate Professor and Chair of the Early Childhood Program and Patricia Denny is a doctoral candidate in early childhood education at the University of Florida in Gainesville. 相似文献
122.
123.
Siamese fighting fish (Betta splendens) were tested in aquatic versions of radial arm mazes. In the first experiment, the fish were trained to find tubifex worms in an eight-arm maze in which the optimal strategy was to choose each arm once without repetition. After initial training, the fish entered approximately 6.63 different arms in eight choices, showing a strong tendency to choose sequences of adjacent arms, moving about the maze in a Stereotypic direction. This algorithmic response pattern was not, however, sufficient to predict the high performance level of the fish. In the second experiment, a delay of .5 or 5 min was interposed between the fourth and fifth choices. Similar Stereotypic patterns continued in Experiment 2, but choice accuracy following the longer delay declined to a level not significantly above chance. In the third experiment, different fish were tested in a three-arm maze, reinforced either for returning from the second arm to the arm in which they had most recently been fed (win-stay) or for visiting a third arm (win-shift). The fish were significantly faster at acquiring the win-shift contingency than the win-stay contingency. These results demonstrate that solution of spatial tasks depends on the interaction of appropriate behavioral strategies and cognitive capacities that may have little generality across species. 相似文献
124.
125.
Several studies have demonstrated relationships between loneliness and numerous psychological and physical difficulties among college students. The purpose of this study was to examine whether loneliness might be a factor associated with increased risk of self‐injury among college students. The findings did not support the hypothesis that self‐injury would be associated with elevated levels of loneliness. The findings were significant but in the opposite direction than expected. Furthermore, the findings regarding gender are in contrast to findings of previous research. 相似文献
126.
Leonard Samantha Stroud Michael J. Shaw Raymond J. 《Education and Information Technologies》2021,26(4):3811-3823
Education and Information Technologies - The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and... 相似文献
127.
Emily L. Loeb Jessica Kansky Joseph S. Tan Meghan A. Costello Joseph P. Allen 《Child development》2021,92(2):e158-e172
This study examined perceived parental psychological control in early adolescence as a critical stressor likely to be associated with lower levels of adaptation into mid-adulthood. A diverse sample of 184 adolescents was followed from age 13 through 32 to assess predictions to adult adaptation. Perceived parental psychological control at age 13 predicted relative decreases in observed support, lower likelihood of being in a romantic relationship, and lower academic attainment (after accounting for grade point average at baseline) by age 32. Many outcomes were mediated by lower levels of psychosocial maturity and peer acceptance in mid-adolescence. Overall, results suggest that perceived parental psychological control in early adolescence potentially undermines autonomy so as to lead to less favorable outcomes well into adulthood. 相似文献
128.
129.
Eric N. Wiebe David A. Slykhuis Leonard A. Annetta 《International Journal of Science and Mathematics Education》2007,5(2):329-348
Slideware applications (e.g., PowerPoint) have become more prevalent in instruction across disciplines. This is especially
true at post secondary institutions where many instructors are using slideware as a sole instructional tool. This study evaluated
the relative effectiveness of scientific visualization in two PowerPoint delivery strategies on science learning for preservice
teachers. Twenty-five preservice teachers enrolled in an undergraduate introduction to science education class were stratified
into two PowerPoint delivery strategies. The strategies were: PowerPoint with instructor voiceover narration and PowerPoint
without voiceover. Post-test Mann-Whitney U suggested no differences (p > 0.05) in science learning across the two strategies. Further, eye tracking analysis suggests voiceover guides the PowerPoint
user to graphics and text, but voiceover does not significantly affect learning. Results suggest immediacy with technology
doesn't necessarily produce meaningful learning. Good teaching still is the key component of meaningful learning. 相似文献
130.