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941.
942.
Brian Jacka 《Journal of Experimental Education》2013,81(4):172-176
Hypotheses predicting ordinal interactions between self-concept and high and low guidance methods of instruction were tested with 92 elementary school subjects. Treatments were presented as self-instructional, programmed materials. The content was Latin and Greek morphographs. General and academic self-concept were independent variables, the dependent variables being recall and two types of transfer skill. Multiple regression analysis showed the interaction terms to be nonsignificant. However, when the analyses were conducted by school attended by subjects, significant disordinal interactions, in a direction the reverse of those hypothesized, were found. 相似文献
943.
J. Brian Atwater Paul H. Pittman 《Decision Sciences Journal of Innovative Education》2006,4(2):273-292
This article identifies and describes three dimensions of systemic thinking—thinking holistically, thinking dynamically, and thinking in terms of feedback loops. We contend that within the field of business a significant amount of attention has been paid to holistic thinking, but relatively little to the other two dimensions. In addition, we present evidence that managers will need to more fully develop systemic thinking skills as business systems become even more interdependent in the 21st century. Tools are presented that can be used in any area of business to help students develop their systemic thinking skills and gain better insights in their respective fields of study. Examples of how to introduce and use these tools in the classroom are also provided. 相似文献
944.
Brian Murphy 《International Journal of Early Years Education》2004,12(3):245-257
This paper begins with a brief outline of the philosophical and methodological basis and the corresponding early education classroom practice envisaged and advocated by the current child-centred Irish Primary School Curriculum (1999). In the context of an overall 'fidelity-type' study, which sought to examine the degree to which the aforementioned curriculum guidelines were actually informing infant classroom practice, it goes on to present and discuss the results of a Target Child Observation Study of pupil activity across a variety of 15 Irish senior infant classrooms ('senior infants' is the second year of formal schooling in Ireland, with the average age of the pupils between five and six years old). A composite picture of general Irish infant classroom practice thus emerges. The paper concludes with a discussion on the core factors identified as militating against the implementation of a more child-centred, activity-based curriculum in the Irish early years classroom. 相似文献
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949.
An integrative model of attitudes toward immigrants 总被引:2,自引:0,他引:2
The research tests an integrative model of attitudes toward immigrants. Underpinned by Integrated Threat Theory and the Instrumental Model of Group Conflict and incorporating aspects of the contact and multicultural hypotheses, the model proposes direct paths linking five latent variables: multicultural ideology, contact with immigrants, intergroup anxiety, perceived threat and attitudes toward immigrants. Data generated from a random telephone survey of 500 New Zealand households demonstrated a very good fit for the model. The latent personal (multicultural ideology) and situational (contact with immigrants) variables represented exogenous factors and were related to each other. More frequent intercultural contact led to decreased intergroup anxiety, which, in turn, predicted diminished perceptions of threat and more positive attitudes toward immigrants. At the same time, a second path from multicultural ideology led to decreased perceptions of threat and, in turn, to more positive attitudes toward immigrants. The advantages of an integrative approach to attitudes toward immigrants are discussed, and recommendations are made for future research. 相似文献
950.
Let's Get Our Houses in Order: The Role of Transitional Rituals in Constructing Moral Kindergartners
This article stems from a participant-observation study I conducted in a full-day kindergarten classroom in a central North Carolina public school during the autumn of 1994. In attempting to understand how morality was constructed by the teacher and children there, I saw that the teacher utilized a series of rituals to help the children shed their external (home) roles, make the transition to their school roles, and reaggregate as students (as opposed to children). While she conceptualized these activities as merely organizing the children for the school day, I interpreted them as a manifestation of rites of passage (van Gennep, 1960; Turner, 1969). This paper is the second in a three-part examination of these rites of passage, in which I map out and explore the teacher's use of transitional or liminal rituals to construct the moral identity of the role of student and foster the children's attachment to that role. 相似文献