全文获取类型
收费全文 | 3251篇 |
免费 | 76篇 |
国内免费 | 1篇 |
专业分类
教育 | 2708篇 |
科学研究 | 80篇 |
各国文化 | 46篇 |
体育 | 107篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 376篇 |
出版年
2022年 | 13篇 |
2021年 | 48篇 |
2020年 | 49篇 |
2019年 | 80篇 |
2018年 | 105篇 |
2017年 | 120篇 |
2016年 | 115篇 |
2015年 | 83篇 |
2014年 | 116篇 |
2013年 | 682篇 |
2012年 | 97篇 |
2011年 | 96篇 |
2010年 | 75篇 |
2009年 | 102篇 |
2008年 | 105篇 |
2007年 | 89篇 |
2006年 | 63篇 |
2005年 | 82篇 |
2004年 | 92篇 |
2003年 | 68篇 |
2002年 | 61篇 |
2001年 | 51篇 |
2000年 | 55篇 |
1999年 | 56篇 |
1998年 | 39篇 |
1997年 | 46篇 |
1996年 | 49篇 |
1995年 | 38篇 |
1994年 | 50篇 |
1993年 | 42篇 |
1992年 | 52篇 |
1991年 | 38篇 |
1990年 | 34篇 |
1989年 | 17篇 |
1988年 | 20篇 |
1987年 | 18篇 |
1986年 | 25篇 |
1985年 | 29篇 |
1984年 | 23篇 |
1983年 | 28篇 |
1982年 | 22篇 |
1981年 | 28篇 |
1980年 | 31篇 |
1979年 | 22篇 |
1978年 | 17篇 |
1976年 | 20篇 |
1975年 | 11篇 |
1974年 | 16篇 |
1971年 | 12篇 |
1970年 | 16篇 |
排序方式: 共有3328条查询结果,搜索用时 15 毫秒
951.
Mothers' representations of their infants may influence early development of emotional self-regulation. This study examined the associations between characteristics of mothers' (N = 100) narratives about their 7-month-old infants, maternal depression, and their infants' affect regulation during the Still Face procedure. Findings showed that (1) mothers' representations were linked with individual differences in their infants' behavior across the Still Face procedure, (2) the association between mothers' representations and their infants' behavior was mediated by parenting behavior, and (3) mothers' representations explained unique variance in their infants' affect regulation beyond the contribution of maternal depression. Although infants' displays of positive affect diminished while mothers held a still face, only infants of mothers in the balanced representation category returned to high levels of positive affect upon resuming interaction. These findings highlight the role of maternal representations in the process by which dyads repair temporary disruptions in interaction, as well as individual differences in infants' and mothers' responses to the Still Face. 相似文献
952.
The Equation, the Whole Equation and Nothing But the Equation! One Approach to the Teaching of Linear Equations 总被引:2,自引:0,他引:2
There exists an extensive range of research looking at the teaching and learning of linear equations, resulting in many papers highlighting a range of teaching approaches and illustrating a variety of significant cognitive problems and stumbling blocks to the learning of linear equations with understanding. Building on this literature, this paper presents some of the results of a case study which looked at the mathematics classroom of one particular teacher, Alwyn, trying to teach mathematics with meaning to less able pupils at secondary school level. Our interest here is those lessons which dealt specifically with the learning of linear equations, in which firstly a different approach was utilised and secondly many of the problems referred to in the literature were not present. We contrast this method with the teaching of linear equations to a variety of ability levels in several other classrooms that we have studied and we attempt through use of the Pirie-Kieren model, to analyse and account for the successful growth of understanding of the lower ability, year eight pupils in one particular classroom. 相似文献
953.
Susan M. Zvacek 《TechTrends》1992,37(3):47-47
Summary In an arena known for its emphasis on research and publication, the College Teaching Workshops are a refreshing change. The
value of quality teaching has been validated by the popularity of and demand for these faculty development activities. For
additional information about the College Teaching Workshops, contact the Center for Instructional Services, Purdue University,
West Lafayette, IN 47907. 相似文献
954.
Dr Kathryn Scantlebury Ellen Johnson Scott Lykens Rennie Clements Susan Gleason Robert Lewis 《Research in Science Education》1996,26(3):271-281
Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with
student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies,
questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive
cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order
questions than their peers.
Concord High School
Caesar Rodney High School
Glasgow High School
Middletown High School
Hanby Middle School 相似文献
955.
Children''s Housework and Psychosocial Functioning: The Mediating Effects of Parents'' Sex-Role Behaviors and Attitudes 总被引:1,自引:0,他引:1
Susan M. McHale W. Todd Bartko Ann C. Crouter Maureen Perry-Jenkins 《Child development》1990,61(5):1413-1426
We examined sex-typed housework of children from dual- and single-earner families and its implications for children's adjustment as a function of congruencies between children's work and parents' sex-role behaviors and attitudes. Participants were 152 firstborn 9-12-year-olds (85 girls, 67 boys) and their parents. All fathers and 50% of mothers were employed. In home interviews parents rated their sex-role attitudes, and children rated their competence, stress, and parent-child relationships. In 7 nightly telephone interviews, children and parents described their household tasks for that day. Analyses revealed sex and earner-status differences in children's and parents' involvement in traditionally feminine and masculine tasks. Correlations between levels of parents' and children's task involvement were significant only in the case of fathers and sons in single-earner families. Regarding the connections between task performance and child adjustment, we found that incongruency between boys' sex-typed tasks and their fathers' sex-role behaviors and attitudes was linked to poorer psychosocial functioning, a pattern that did not hold for girls. 相似文献
956.
957.
Memory and Processing Speed in Preterm Children at Eleven Years: A Comparison with Full-Terms 总被引:5,自引:0,他引:5
This study examined the effects of prematurity on 11-year-olds' performance on 2 specific aspects of cognition—memory and processing speed, using a new computer-administered battery, the Cognitive Abilities Test (CAT: Detterman). Preterms performed more poorly than their full-term controls on all memory tasks; this relative deficit was associated with the presence and severity of neonatal Respiratory Distress Syndrome (RDS). Preterms were also slower on selected aspects of processing speed but not on motor speed. Memory and processing speed, taken together, accounted for much of the 10-point difference in WISC-R IQ between groups. 相似文献
958.
Alistair McCulloch Vijay Kumar Susan van Schalkwyk Gina Wisker 《Quality in Higher Education》2016,22(1):64-77
Supervision is generally recognised as playing a crucial role in the quality of a research student’s doctoral experience and their academic outcomes and, in common with most areas of higher education, there is an oft-stated desire to pursue excellence in this important area. Excellence in research degree supervision is, however, an elusive concept and on close scrutiny most of the discussions of high-quality supervision, even those that purport to be identifying excellence, refer to competence rather than excellence. This paper examines two potentially national authoritative perspectives from which excellence in research degree supervision might be explicated (codes of practice and learning and teaching awards) from Australia, New Zealand, South Africa and the United Kingdom but concludes that the complex nature of the activity and the complexity of the concept itself mean that rather than identifying excellence in supervision we can only respond to claims for excellence. 相似文献
959.
960.
Susan C. Davies Jenna M. Sandlund Lisa B. Lopez 《Journal of educational and psychological consultation》2016,26(1):49-62
Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs. 相似文献