全文获取类型
收费全文 | 9169篇 |
免费 | 490篇 |
国内免费 | 6篇 |
专业分类
教育 | 7524篇 |
科学研究 | 397篇 |
各国文化 | 190篇 |
体育 | 530篇 |
综合类 | 4篇 |
文化理论 | 111篇 |
信息传播 | 909篇 |
出版年
2023年 | 17篇 |
2022年 | 28篇 |
2021年 | 110篇 |
2020年 | 212篇 |
2019年 | 310篇 |
2018年 | 333篇 |
2017年 | 406篇 |
2016年 | 342篇 |
2015年 | 308篇 |
2014年 | 354篇 |
2013年 | 2278篇 |
2012年 | 309篇 |
2011年 | 336篇 |
2010年 | 307篇 |
2009年 | 277篇 |
2008年 | 329篇 |
2007年 | 270篇 |
2006年 | 234篇 |
2005年 | 240篇 |
2004年 | 208篇 |
2003年 | 169篇 |
2002年 | 154篇 |
2001年 | 134篇 |
2000年 | 141篇 |
1999年 | 101篇 |
1998年 | 89篇 |
1997年 | 104篇 |
1996年 | 115篇 |
1995年 | 92篇 |
1994年 | 92篇 |
1993年 | 82篇 |
1992年 | 96篇 |
1991年 | 78篇 |
1990年 | 93篇 |
1989年 | 63篇 |
1988年 | 75篇 |
1987年 | 58篇 |
1986年 | 66篇 |
1985年 | 73篇 |
1984年 | 66篇 |
1983年 | 69篇 |
1982年 | 57篇 |
1981年 | 43篇 |
1980年 | 44篇 |
1979年 | 47篇 |
1978年 | 51篇 |
1977年 | 30篇 |
1976年 | 25篇 |
1975年 | 19篇 |
1948年 | 18篇 |
排序方式: 共有9665条查询结果,搜索用时 0 毫秒
41.
42.
Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices 下载免费PDF全文
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
43.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
44.
45.
46.
47.
ABSTRACTThe literature on momentum is still undecided, with mixed results whether momentum exists or is only perceived to exist (“hot hand fallacy”). We explore whether momentum exists by looking at cases in which a basketball player has three consecutive free throws. A free throw is a well-defined task executed in a stable environment, allegedly giving momentum optimal chances to occur. Taking 14 NBA seasons we collected over 4500 three-free-throw sets (triplets). We obtained the outcomes of the shots as well as some additional variables about the player and the game: the player’s average free-throw percentage, home or away, and the game score and the quarter when the free throws were attempted. We first analyse the hit rates in the three shots and then proceed to regression analysis that also controls for the abovementioned variables. We address several concerns raised in the literature. All comparisons and analyses yield the same conclusion that there is no evidence for momentum in the data. 相似文献
48.
49.
Ju‐Joan Wong Po‐Yu Chen Chun‐Di Chen 《The International Journal of Art & Design Education》2016,35(1):140-153
Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers. 相似文献
50.
A Situationist Lesson for Character Education: Re‐conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones 下载免费PDF全文
Yi‐Lin Chen 《Journal of Philosophy of Education》2015,49(3):399-417
Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical ideal of global virtues. It helps to direct our gaze to the great intermediate developmental stages of virtue, which mark out a whole spectrum of virtues of varying degrees that fall short of full virtue. This new notion works together with the traditional Aristotelian account to provide a full account of how to effectively undertake the age‐old educational business of the inculcation of virtues. 相似文献