全文获取类型
收费全文 | 299篇 |
免费 | 17篇 |
专业分类
教育 | 236篇 |
科学研究 | 12篇 |
各国文化 | 5篇 |
体育 | 19篇 |
文化理论 | 1篇 |
信息传播 | 43篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 9篇 |
2019年 | 10篇 |
2018年 | 21篇 |
2017年 | 15篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 15篇 |
2013年 | 66篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 6篇 |
2009年 | 8篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 2篇 |
2005年 | 10篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 7篇 |
2000年 | 5篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1990年 | 2篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1963年 | 2篇 |
1962年 | 4篇 |
1960年 | 1篇 |
1927年 | 1篇 |
排序方式: 共有316条查询结果,搜索用时 0 毫秒
91.
92.
93.
Shelly J. Schmidt 《Journal of Food Science Education》2018,17(4):100-101
94.
Franzis Preckel Isabelle Schmidt Eva Stumpf Monika Motschenbacher Katharina Vogl Vsevolod Scherrer Wolfgang Schneider 《Child development》2019,90(4):1185-1201
Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. 相似文献
95.
Schmidt RA 《Research quarterly for exercise and sport》2003,74(4):366-375
The schema theory for discrete motor skill learning (Schmidt, 1975), originally published in 1975, has generated considerable interest and received strong challenges over its lifetime. In this paper, I focus on the findings generated since 1975 that bear on the theory and highlight those that produce difficulties for it and will be motivators for differing theoretical viewpoints in the future. At the same time, I examine other lines of evidence that seem to bolster the original lines of thinking. Finally, I provide some suggestions for a much needed new generation of motor learning theory, pointing out particular features from the schema theory that could be included and suggesting gaps and omissions that will need additional data and theorizing in future attempts. 相似文献
96.
97.
Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment 总被引:3,自引:2,他引:1
98.
Rebecca Treiman John Schmidt Kristina Decker Sarah Robins Susan C. Levine Özlem E. Demir 《Child development》2015,86(5):1406-1418
A literacy‐related activity that occurs in children's homes—talk about letters in everyday conversations—was examined using data from 50 children who were visited every 4 months between 14 and 50 months. Parents talked about some letters, including those that are common in English words and the first letter of their children's names, especially often. Parents’ focus on the child's initial was especially strong in families of higher socioeconomic status, and the extent to which parents talked about the child's initial during the later sessions of the study was related to the children's kindergarten reading skill. Conversations that included the child's initial were longer than those that did not, and parents presented a variety of information about this letter. 相似文献
99.
Shyness can manifest on behavioral, affective, and physiological levels, but little is known about how these components cluster. We coded behavioral expressions of avoidance/inhibition, collected self-reported nervousness, and measured cardiac vagal withdrawal in 152 children (Mage = 7.82 years, 73 girls, 82% White) to a speech task in 2018–2021. A latent profile analysis using these behavioral, affective, and physiological indicators revealed four profiles: average reactive (43%), lower affective reactive (20%), higher affective reactive (26%), and consistently higher reactive (11%). Membership in the higher reactive profile predicted higher parent-reported temperamental shyness across 2 years. Findings provide empirical support for the long-theorized idea that shyness might exist as an emotional state but also represents a distinct temperamental quality for some children. 相似文献
100.