全文获取类型
收费全文 | 750篇 |
免费 | 29篇 |
专业分类
教育 | 623篇 |
科学研究 | 21篇 |
各国文化 | 7篇 |
体育 | 32篇 |
文化理论 | 10篇 |
信息传播 | 86篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 14篇 |
2020年 | 20篇 |
2019年 | 27篇 |
2018年 | 49篇 |
2017年 | 47篇 |
2016年 | 39篇 |
2015年 | 25篇 |
2014年 | 18篇 |
2013年 | 184篇 |
2012年 | 18篇 |
2011年 | 28篇 |
2010年 | 19篇 |
2009年 | 29篇 |
2008年 | 25篇 |
2007年 | 23篇 |
2006年 | 18篇 |
2005年 | 18篇 |
2004年 | 20篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 14篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 9篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 5篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1967年 | 2篇 |
1926年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有779条查询结果,搜索用时 234 毫秒
111.
One of the theoretically important factors for incubator firm performance is the strength of their linkages to the research university sponsoring the technology incubator. Herein, we focus on two types of university linkages to the sponsoring institution: a license obtained from the university and a link to university faculty, while controlling for incubator firm linkages to non-sponsoring research universities, among other factors. We propose that a university link to the sponsoring institution reduces the probability of new venture failure and, at the same time, retards timely graduation. Further, we suggest that these effects are more pronounced the stronger the university link. Due to the difficulty of obtaining fine-grained longitudinal data, the incubation literature is characterized by a dearth of studies focusing on incubator firm differential performance. We attempt to take a first step towards closing this gap by testing these hypotheses through following 79 start-up firms incubated in the Advanced Technology Development Center at the Georgia Institute of Technology over the 6-year period between 1998 and 2003. We find broad support for the hypotheses advanced. 相似文献
112.
Little research has considered whether prenatal experience contributes to executive function (EF) development above and beyond postnatal experience. This study tests direct, mediated, and moderated associations between prenatal risk factors and preschool EF and IQ in a longitudinal sample of 1,292 children from the Family Life Project. A composite of prenatal risk factors (i.e., low birth weight, prematurity, maternal emotional problems, maternal prepregnancy obesity, and obstetric complications) significantly predicted EF and IQ at age 3, above quality of the postnatal environment. This relationship was indirect, mediated through infant general cognitive abilities. Quality of the postnatal home and child-care environments did not moderate the cascade model. These findings highlight the role of prenatal experience as a contributor to individual differences in cognitive development. 相似文献
113.
114.
Technology education students: e-tutors for school children 总被引:1,自引:0,他引:1
Genevieve Marie Johnson Sharon E. Bratt 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):32-41
E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative. 相似文献
115.
116.
Marie Huet-Gueye Myriam de Léonardis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):367-391
PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools. 相似文献
117.
118.
Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2010,38(2):81-85
Early childhood educators often deliberate the difference between the use of arts versus crafts in the classroom as learning
opportunities. This paper discusses the distinct differences between the two and how encouraging young children to engage
within art making provides great opportunity for personal and communal exploration, expression, and discussion. Open-ended
activities that focus on the process, and not necessarily the end product, provide children with authentic, differentiated,
and holistic methods of exploration and learning. Fostering a willingness to creatively engage within an aesthetic problem-solving
process that allows children to select, represent, and explain their thoughts and actions will help them develop skills necessary
for success in an unknown future. 相似文献
119.
This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel does not recognise yet the relationship between spoken language and the corresponding grapheme–phonemes. At present he is not making the connections between his aural, oral and visual concepts of how words as text are constructed. In addressing the development of early years writing, the practitioner should be aware of the learning needs of the child as the child develops as an emerging writer in a highly complex problem-solving activity. The complexity of the structural and developmental processes needed to become a writer requires that the child is taught not within a predominantly whole-class structure with its demands for completion within fast-paced time limits. The emerging writer requires sustained recursive opportunities to engage with the experiences, which take the child from the steps of ‘mark making’ to the abstractions of written composition. The decision was made to use the strategy of socio-dramatic play as the framework for the intervention with Daniel. The use of a play/literacy connection (socio-dramatic play) serves to unlock and support the child's writing/spelling development. The child is being supported in his development by the teacher strategically easing the cognitive load, i.e. in this case, through scribing for the child. 相似文献
120.
Privacy has been defined as “the protective buffer within which people can avoid another party’s taking something from them, keeping watch over them, or entering into their lives in a way that is both unwelcome and undesirable”. It is a premise of this paper that such a position needs to be taken very seriously in contemporary society, and particularly in the case of schools, as school personnel have the capacity to engage in practices which show great disregard for individual and family privacy. This is illustrated in the case of primary school education in the Republic of Ireland. Particular attention is paid to assessment, pedagogical and curricular practices that derive from patterns of systematic and mandatory disclosure that are confessional, performative and public. 相似文献