全文获取类型
收费全文 | 656篇 |
免费 | 16篇 |
专业分类
教育 | 457篇 |
科学研究 | 46篇 |
各国文化 | 56篇 |
体育 | 36篇 |
文化理论 | 9篇 |
信息传播 | 68篇 |
出版年
2021年 | 7篇 |
2020年 | 12篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 22篇 |
2016年 | 18篇 |
2015年 | 17篇 |
2014年 | 19篇 |
2013年 | 141篇 |
2012年 | 14篇 |
2011年 | 20篇 |
2010年 | 8篇 |
2009年 | 12篇 |
2008年 | 13篇 |
2007年 | 14篇 |
2006年 | 17篇 |
2005年 | 6篇 |
2004年 | 13篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 9篇 |
2000年 | 7篇 |
1999年 | 10篇 |
1998年 | 12篇 |
1997年 | 7篇 |
1995年 | 9篇 |
1994年 | 5篇 |
1993年 | 9篇 |
1992年 | 8篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 15篇 |
1986年 | 11篇 |
1985年 | 9篇 |
1984年 | 6篇 |
1983年 | 9篇 |
1982年 | 10篇 |
1981年 | 7篇 |
1979年 | 5篇 |
1978年 | 11篇 |
1977年 | 10篇 |
1976年 | 5篇 |
1974年 | 4篇 |
1973年 | 11篇 |
1972年 | 4篇 |
1970年 | 4篇 |
1968年 | 4篇 |
1967年 | 5篇 |
排序方式: 共有672条查询结果,搜索用时 15 毫秒
121.
122.
Mae Miller Beck 《Peabody Journal of Education》2013,88(4):224-227
123.
A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions. 相似文献
124.
Johanna Bick Mary Dozier Kristin Bernard Damion Grasso Robert Simons 《Child development》2013,84(3):826-840
This study examined the biological processes associated with foster mother–infant bonding. In an examination of foster mother–infant dyads (N = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first 2 months of the relationship. Three months later, foster mothers' oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically related mothers and infants, oxytocin appears to be associated with foster mothers' brain activity and caregiving behavior, with patterns suggestive of bond formation. 相似文献
125.
126.
Bernard Barker 《教育政策杂志》2013,28(6):669-683
There is growing concern that almost 20 years after the 1988 Education Act, top‐down, large‐scale reform has stalled. The policy mix of choice, competition, markets, regulation, accountability and leadership seems not to have closed the gap between advantaged and disadvantaged areas and individuals, while most variations in school performance can be explained in terms of intake differences. This paper reviews policy and progress since 1988 and assesses the extent to which central government has achieved its educational aims. Unacknowledged tensions and contradictions are identified in structures and practices that are supposed to constitute a reliable framework for sustainable improvement. The conclusion is drawn that since 1988 the national government apparatus has itself become an important obstacle to further progress. An independent review of policy‐making and implementation is recommended so that schools and colleges are enabled to contribute more effectively to improvements in the quality of education. 相似文献
127.
128.
Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective 总被引:22,自引:0,他引:22
Bernard Weiner 《Educational Psychology Review》2000,12(1):1-14
Two related attribution theories of motivation are examined. One, an intrapersonal theory, includes self-directed thoughts (particularly expectancy of success) and self-directed emotions (pride, guilt, and shame). The second is an interpersonal theory and includes beliefs about the responsibility of others and other-directed affects of anger and sympathy. These two theories are respectively guided by the disparate metaphors of the person as a scientist and the person as a judge. Some experimental evidence supporting the conceptions and the range of phenomena that they incorporate are examined. 相似文献
129.
An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms 总被引:1,自引:0,他引:1
Beck Judy Czerniak Charlene M. Lumpe Andrew T. 《Journal of Science Teacher Education》2000,11(4):323-343
Journal of Science Teacher Education - 相似文献
130.
Anna M. Kindler Bernard Darras Ann Cheng Shiang Kuo 《The International Journal of Art & Design Education》2000,19(1):44-53
This study in social cognition has been focused on exploration of ways in which cultural contexts shape formation of knowledge about art in early childhood years. Focusing of the connotative rather than denotative meanings of the term art, this study was designed to examine how this concept functions in a variety of cultural contexts. The method of structured interviews was used to elicit answers of four- and five-year-old children in Canada, France, and Taiwan to questions regarding the nature of art and its salient characteristics. In particular, this study addressed questions about portability of culture and the effects of heritage and enculturation in the formation of social knowledge among individuals whose cultural identity is negotiated in the context of a ‘transplanted’ culture. Responses of francophone children in the Canadian province of Quebec were contrasted with those of their French counterparts, as well as their Canadian peers from European ancestry other than French living in the province of British Columbia. Similarly, responses of interviewees in Taiwan, ROC were compared to the reported beliefs about art of young Chinese-Canadians. The results of this study bring support to the theory of modified cultural pluralism that emphasizes the interplay between the original cultural beliefs and values and those prevalent in the societies that become new home for a transplanted culture. Implications of the study findings to art education are discussed. Research reported in this paper has been supported by a grant from the Social Studies and Humanities Research Council of Canada and the France-Canada Accord. 相似文献