全文获取类型
收费全文 | 3532篇 |
免费 | 57篇 |
国内免费 | 9篇 |
专业分类
教育 | 2558篇 |
科学研究 | 293篇 |
各国文化 | 53篇 |
体育 | 233篇 |
综合类 | 2篇 |
文化理论 | 27篇 |
信息传播 | 432篇 |
出版年
2023年 | 19篇 |
2022年 | 36篇 |
2021年 | 64篇 |
2020年 | 119篇 |
2019年 | 145篇 |
2018年 | 181篇 |
2017年 | 191篇 |
2016年 | 177篇 |
2015年 | 128篇 |
2014年 | 160篇 |
2013年 | 848篇 |
2012年 | 128篇 |
2011年 | 120篇 |
2010年 | 110篇 |
2009年 | 96篇 |
2008年 | 94篇 |
2007年 | 85篇 |
2006年 | 83篇 |
2005年 | 47篇 |
2004年 | 45篇 |
2003年 | 53篇 |
2002年 | 48篇 |
2001年 | 56篇 |
2000年 | 40篇 |
1999年 | 34篇 |
1998年 | 26篇 |
1997年 | 28篇 |
1996年 | 30篇 |
1995年 | 25篇 |
1994年 | 21篇 |
1993年 | 29篇 |
1992年 | 22篇 |
1991年 | 28篇 |
1990年 | 13篇 |
1989年 | 18篇 |
1988年 | 17篇 |
1987年 | 20篇 |
1986年 | 15篇 |
1985年 | 24篇 |
1984年 | 16篇 |
1983年 | 15篇 |
1982年 | 17篇 |
1981年 | 11篇 |
1980年 | 14篇 |
1979年 | 15篇 |
1978年 | 15篇 |
1977年 | 7篇 |
1975年 | 7篇 |
1973年 | 8篇 |
1971年 | 6篇 |
排序方式: 共有3598条查询结果,搜索用时 15 毫秒
71.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
72.
73.
Nancy Herink Patrick C. Lee 《International Journal of Disability, Development & Education》1985,32(3):191-199
Much of the research on social interaction in mainstreamed settings has focused on “reverse mainstreamed” or special environments in contrast, the present study observed 600 social interactions in 19 regular preschools. Three findings emerged: a) retarded children are substantially integrated into the emotional and social life of the peer group, but not fully integrated into peer group verbal life; b) there is an inverse relationship between teachers’ initiation of social interaction with retarded children and the degree to which the latter are integrated into peer group life; and c) teachers provide retarded children with more verbal enrichment and emotional protection than these children receive from their peer group. On balance, these findings are fairly encouraging, suggesting that to a considerable extent mainstreaming is working in preschool classrooms. 相似文献
74.
The role of vision was examined as infants prepared to grasp horizontally and vertically oriented rods. Hand orientation was measured prior to contact to determine if infants differentially oriented their hands relative to the object's orientation. Infants reached for rods under different lighting conditions. Three experiments are reported in which (1) sight of the hand was removed (N = 12), (2) sight of the object was removed near the end of the reach (N = 40, including 10 adults), and (3) sight of the object was removed prior to reach onset (N = 9). Infants differentially oriented their hand to a similar extent regardless of lighting condition and similar to control conditions in which they could see the rod and hand throughout the reach. In preparation for reaching, infants may use the current sight of the object's orientation, or the memory of it, to orient the hand for grasping; sight of the hand had no effect on hand orientation. 相似文献
75.
Research Findings: This study examined how child negative emotionality interacted with mothers’ self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices were reported by mothers, and child negative emotionality and social functioning were reported by both mothers and fathers. The results revealed interaction effects between child negative emotionality and mothers’ self-reported parenting on children’s internalizing problems, externalizing problems, and social-emotional skill deficiency. Specifically, children with high negative emotionality were more susceptible to the negative effects of aversive parenting (i.e., showing more internalizing and externalizing problems when exposed to aversive parenting) than their peers with low negative emotionality. Negative emotionality also placed young children at risk for social-emotional skill deficiency, especially when they received less support from their mothers compared to their peers. Practice or Policy: Special attention should be paid to the social functioning of Chinese children with higher levels of negative emotionality, because these children are more vulnerable to poor-quality parenting at a very young age. 相似文献
76.
77.
A review of the literature suggests a relationship between life-long development of formal reasoning schema and performance in professional education careers. The study investigated implications of cognitive development of preservice teachers as it relates to their classroom teaching performance. Ninety-one seniors involved in a field-oriented teacher education program were given classroom responsibilities which included teaching a science unit. Formal thinking abilities were assessed using two types of developmental level tasks, performance on traditional type Piagetian tasks and recognition of formal thought approaches in solving educational tasks. Professional behaviors were assessed using observational ratings of classroom instructional and planning activities. Subjects assessed as formal operational, 30% of sample, using Piagetian performance tasks, had significantly higher facility in performing model classroom teaching behaviors than transitional or concrete subjects. Higher recognition ability of formal thought approaches to teaching was not related to facility in performing classroom teaching when compared to performance on Piagetian tasks. The relationship held up in seven of eight broad teaching behavior categories observed in classroom instruction. The results supported a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed. 相似文献
78.
High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n?=?1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers’ well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession. 相似文献
79.
Gender Differences in Children's Normative Beliefs about Aggression: How Do I Hurt Thee? Let Me Count the Ways 总被引:3,自引:1,他引:3
This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 ( n = 459, 9–12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 ( n = 60, 9–11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive"). 相似文献
80.
Theories of adolescent connectedness suggest that adolescents strive to become connected by engaging with and valuing the
people, activities, and worlds in their social ecology. The purpose of this study was to examine the psychometric properties
of a measure designed to assess these worlds of connectedness among 320 junior high school students in Taiwan. The subscales
and composite scales evidenced satisfactory reliability and concurrent validity. A hypothesized three-factor, higher order
structural model of connectedness was cross-validated. Girls were generally more connected than boys. Both connectedness to
school and to friends explained more variance in connectedness to self than did family connectedness. There was mixed support
for separation-individuation processes. The measure appears promising in terms of future research on adolescent social development
in the Asia Pacific. 相似文献