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961.
Australian Play School is a children’s television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1–8?years completed an online survey via a link on the Play School website. The survey addressed child behaviours during and after viewing, and adult perceptions about which programme segments were most engaging to the child. Play School elicited a large number and variety of behavioural responses from children during and after viewing. The types of responses elicited suggest that viewing the programme may be beneficial for children’s development and learning. Results were tempered by the age of the child and this, as well as the impact of carer attitudes and carer input during and after viewing, needs to be explored further before results are translated into recommendations for programming and optimal viewing strategies. 相似文献
962.
BACKGROUND: Over the past 30 years, the political response to child maltreatment and its prevention in the US has experienced periods of frantic activity, often followed by long periods of benign neglect. In reflecting on this history, Dick Krugman has referred to this uneven level of attention as a series of "waves" in which apparent progress is often minimized by an inability to sustain political commitment to a given reform or course of action. To an extent, this pattern reflects deep differences among child welfare advocates, researchers, and practitioners on how best to proceed. While most everyone agrees that "it shouldn't hurt to be a child," how to prevent this hurt and at what cost is less clear. METHOD: To address this dilemma, prevention advocates, researchers, and practitioners have struggled with a variety of conceptual frameworks and programmatic reforms. This article summarizes the relative gains and limitation of three such efforts and outlines the lessons these efforts offer those formulating future prevention policies and programs. RESULTS: Specifically, the authors suggest that future prevention efforts will need to take care in avoiding some of the most common mistakes experienced by earlier efforts. CONCLUSIONS: These mistakes or pitfalls include oversimplifying the problem of child abuse; overstating preventions' potential and appropriate target populations; failing to establish a significant partnership with child protective services; compromising depth or quality in an effort to maximize breadth or coverage; and failing to fully engage the public. 相似文献
963.
Stimulating a more Circular Economy through Public Procurement: Roles and dynamics of intermediation
Dr. Anne Rainville 《Research Policy》2021,50(4):104193
Public procurement can accelerate transitions to a more circular economy by creating new demand for resource efficiency. Interactions during pre-procurement consultations influence the impact of such purchasing by helping define tender specifications. Intermediation throughout these processes can facilitate interactions between participants, assisting in sourcing, generating, and translating knowledge. However, roles for intermediaries and dynamics of intermediation are not fully understood. This paper intends to address how intermediation can promote a more circular economy. It examines a pilot project led by the Dutch Ministry of Defence to incorporate post-consumer recycled content in textiles through extensive consultation activities. Eighteen in-depth interviews were conducted with those directly involved in the pilot, and analyzed using constant comparative analysis. Six intermediaries were identified and found to play a critical role in the process by 1) coordinating government and industry through aligning project goals, 2) facilitating cooperation of industry players to stimulate new business relationships, and 3) collaborating with the buyer to push for higher post-consumer recycled material in the final tender. With respect to public demand articulation, greater insight is needed to discover how to best combine buyers’ motivations for cost savings, sellers’ motivations of increased returns, and the sustainability requirements often imposed by third parties. These dynamics may mark transitions toward circularity as further projects arise, offering a more permanent role for intermediation. 相似文献
964.
Anne Fischbach Tanja Könen Chantal S. Rietz Marcus Hasselhorn 《Reading and writing》2014,27(2):267-286
The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed. 相似文献
965.
This paper presents a study on mathematical problem solving in third-grade pupils. The relationship between mathematics, metacognition
and intelligence was investigated in children with (n = 191) and without mathematical learning disabilities (n = 268). A significant relationship was found between prediction, evaluation, intelligence, procedural and mathematical fact
retrieval skills in children without mathematical learning disabilities. In the children with mathematical learning disabilities
a relationship was found between metacognitive and procedural skills. No such relationship was found between intelligence
and metacognition or between metacognition and mathematical fact retrieval skills. In addition it was investigated if children
with mathematical learning disabilities had less adequate metacognitive skills than peers without learning problems. At group
level significant differences were found between both groups. However on analyzing these results further, it was found that
four out of five children with combined mathematical learning disabilities, half of the children with procedural disabilities
and only 5% of the children with a retrieval deficiency had low metacognitive skills. Furthermore, metacognitive problems
were found in one out of five children without learning disabilities. Moreover, a majority of the children with mathematical
learning disabilities and inadequate metacognitive skills had problems with prediction and evaluation skills. Most third graders
with low metacognitive skills only appeared to have problems predicting the level of difficulty of tasks. Inaccurate evaluations
were found on a more regular basis in children with mathematical learning disabilities and inadequate metacognitive skills
as opposed to the sample of children with inadequate metacognitive skills but without learning difficulties, where their occurrence
was rather a one off. The implications of this study for diagnosis and treatment will be discussed later in this paper. 相似文献
966.
Anne Görlich Noemi Katznelson 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):201-215
Background: Across Europe and the Nordic countries, it is widely agreed that the high proportion of 15–30-year olds not in employment, education or training is a challenge, which needs to be tackled by focusing on education. The political and institutional focus is on individual training readiness, individual qualification processes, individual building of confidence in oneself and so forth, culminating in an overall individual perspective.Purpose: The study argues for a shift in focus away from an individual perspective on young people on the margins of education and towards a relational perspective that takes the social environment and the education system into account.Sample: Respondents were 20 young people aged 17–24 who were participating in a specific project in a provincial town in Denmark, the aim of which was to encourage the youths to re-enter education.Design and methods: Qualitative data were collected through: (1) 40 semi-structured qualitative interviews with 11 young people on the margins of the education system, and (2) observations of 11 respondents’ participation in educational activity. The analysis was based on relational and social constructionist theories.Findings: The analysis of data from this small-scale study provides evidence to suggest that a shift in the current focus on the individual young person on the margins of education is needed. The concept of ‘educational trust’ is introduced as a supplement to the individual concept of self-confidence in order to capture the socially constructed aspects of the young adult’s participation in education.Conclusions: We identify three overall components of educational trust: (1) social security and recognition, (2) flexibility in structures and (3) progression in skills. The concept of educational trust, it is suggested, creates a shift in focus from the individual young person to the role and function of the education system in aiming to reach the target of more young people completing education. 相似文献
967.
The Urban Review - This study examines parents', teachers', and administrators', responses to the theory of multiculturalism. The research identifies the linkage of multicultural... 相似文献
968.
This article discusses some of the findings of a small-scale qualitative study involving young women identified and processed as deviant, that is as having 'social, emotional or behavioural difficulties', in their school years. It also explores some of the ideas currently much discussed in both the press and academic literature about the underclass and lone motherhood, arguing for an understanding that acknowledges the complex interweaving of structure and agency in the lives of disadvantaged young women. 相似文献
969.
970.
Anne Paulet 《History of education quarterly》2007,47(2):173-202