全文获取类型
收费全文 | 352篇 |
免费 | 15篇 |
专业分类
教育 | 318篇 |
科学研究 | 8篇 |
各国文化 | 3篇 |
体育 | 5篇 |
文化理论 | 6篇 |
信息传播 | 27篇 |
出版年
2022年 | 5篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 15篇 |
2018年 | 11篇 |
2017年 | 17篇 |
2016年 | 17篇 |
2015年 | 11篇 |
2014年 | 16篇 |
2013年 | 57篇 |
2012年 | 13篇 |
2011年 | 13篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 10篇 |
2007年 | 13篇 |
2006年 | 8篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 8篇 |
1997年 | 5篇 |
1996年 | 11篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1941年 | 1篇 |
1919年 | 1篇 |
1918年 | 1篇 |
1917年 | 2篇 |
1915年 | 1篇 |
排序方式: 共有367条查询结果,搜索用时 0 毫秒
361.
Kim Janice H. Araya Mesele Hailu Belay Hagos Rose Pauline M. Woldehanna Tassew 《Early Childhood Education Journal》2021,49(5):855-867
Early Childhood Education Journal - Recent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early... 相似文献
362.
Pauline Davey Zeece 《Early Childhood Education Journal》2006,33(5):347-355
Current research on the foundations of emotional well-being reveals how significant adults can establish roots of happiness in children. Carter (2005) suggests that these roots can be nourished through positive thoughts and emotions; flow and fulfillment; and relating to others, especially through the use of emotional intelligence. Twenty-five literature choices are reviewed and recommended to help adults nurture children’s happiness in these ways. 相似文献
363.
Ann Hodgson 《Journal of Education & Work》2019,32(3):224-237
ABSTRACTDuring the 25 years since Incorporation, when further education (FE) colleges were taken out of local government control, FE in England has been shaped by processes of marketisation to become a competitive national sector that has increasingly diverged from the more ‘collaborative system logic’ of the other three countries of the UK. However, following recent government reforms, FE in England appears to have reached a crossroads with the opportunity to participate in a more collaborative skills-based landscape at the local and sub-regional levels. This article brings together evidence from historical and international comparative system analysis, a series of UK-wide seminars and in-depth research on the Area-Based Review of FE colleges to assess the strategic direction of FE in England at this critical juncture. We argue that English FE providers can take advantage of these trends to make a transition from a reactive, competitive national sector towards a more collaborative, regional and sub-regional system focused on inclusive economic and skills development. The article concludes that the potential for cross-UK policy learning depends on whether FE in England gradually transitions towards a more collaborative future that could bring it closer to FE and skills systems in Scotland, Wales and Northern Ireland. 相似文献
364.
Background
In Germany, there is a substantial gap in reading literacy between monolingual children and their L2‐speaking peers. Nevertheless, it is still unclear where these performance differences are rooted.Methods
We investigated children of grades 5, 6 and 7 with comparable socio‐economic status, who completed a battery of tests assessing their linguistic and executive functioning skills as well as their reading performance on the letter, word, sentence and text level.Results
Whereas L1 speakers showed better linguistic skills, there was no difference between groups in executive functioning. After controlling for individual differences on each level of reading, groups only differed in text comprehension. This effect, however, disappeared when participants' linguistic skills were additionally controlled.Conclusions
In sum, results show that reading problems in L2 speakers cannot be attributed to deficits on specific component processes of reading, but to a lack of linguistic skills, which negatively affects reading comprehension. 相似文献365.
366.
367.