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151.
The neurological competency of maltreated children was assessed by comparing physically abused children not known to have sustained serious head trauma, neglected children, and normally raised children from the same socioeconomic milieu. Each child underwent physical and neurological examinations including EEGs, supplemented by perceptual-motor tests devised to detect subtle evidence of neurological dysfunction. Obstetrical and developmental histories, as well as intelligence test protocols, were available. Blind ratings by a pediatric neurologist using all available information revealed significantly more impairment in the maltreated groups with more than 50% of the abused children in the moderate or severely impaired category. The complex relationship between the maltreating environment and neurological disorders in these populations is discussed including the need to routinely search for evidence of subtle neurological impairment when maltreatment is known or suspected. 相似文献
152.
Evelyn Cecile Bowtell Rosalie Aroni Julie Green Susan M. Sawyer 《International Journal of Inclusive Education》2018,22(2):176-191
Schools in Australia are required to promote equitable access to education and provide support services to students with chronic health conditions (CHCs). This qualitative study was conducted to explore stakeholders’ experiences and perceptions regarding school-based support. In-depth interviews were conducted with 38 parents of upper secondary school students with cystic fibrosis, anorexia nervosa or cancer (which were illustrative of different types of severe congenital, mental health or somatic CHCs). This enabled comparison of findings to determine whether there were any patterns in perceptions and experiences that were tied to the different CHCs. Data were analysed using a modified grounded theory approach to identify themes. Even though analysis indicated that all cohorts of parents viewed informed educators as best placed to provide tailored school-based support, major cohort differences were reported in parental experiences of school-based support as well as parental diagnosis disclosure behaviour. This latter finding was associated with cohort-related perceptions of risk to their adolescent child. Barriers to school-based support were perceived as varying by condition, the advocacy experience of parents and the nature of health service supports. Taking these findings into account, modification of current policies and practices within education and health sectors may lead to more equitable educational outcomes. 相似文献
153.
Summary Adults have tried to identify and to seek complex explanations for Potter's success. She explained it simply: “It is much
more satisfactory to address a real live child. I often think that was the secret of the success of Peter Rabbit; it was written
to a child—not made to order” (Lane, 1976, p. 183). She felt the more spontaneous the pleasure, the better the result.
You are encouraged to heed Potter's advice. Address the real live child as you enjoy the pleasure of this adventure into the
life and times of Beatrix Potter and all her animal friends. 相似文献
154.
Background: A website developed by the National Heart Foundation (WA Division) and Edith Cowan University, with the help of an Australian Research Council–Linkage grant, provides insight into the sense of isolation experienced by many heart patients which prompts them to engage in a relentless search to answer the fundamental question: why me? Objective: To discover whether an online community for people with heart conditions may help instil a sense of sharing a journey with others, and to assess the impact of this shared experience. Methods: The qualitative data constituted 50 in‐depth interviews with heart patients using the HeartNET website. This website, with its 600+ membership, also provides Discussion Board data to add depth to the analysis. Results: Patients describe how their unsatisfactory search for information in one ‘place’ (the Internet) led them to discover a new ‘place’ (an online community) where they could ‘ask difficult questions’, and ‘gain support and wisdom’ from others. Conclusion: This paper suggests that, when anxious patients seek health‐related information, for example in a library, they may benefit from being given contact points to communicate with others who find themselves in similar situations. Internet‐based social software (Web 2.0) can provide this kind of communication. 相似文献
155.
156.
Toby Green 《Learned Publishing》2019,32(1):13-25
Progress to open access (OA) has stalled, with perhaps 20% of new papers ‘born‐free’, and half of all versions of record pay‐walled; why? In this paper, I review the last 12 months: librarians showing muscle in negotiations, publishers’ Read and Publish deals, and funders determined to force change with initiatives like Plan S. I conclude that these efforts will not work. For example, flipping to supply‐side business models, such as article processing charges, simply flips the pay‐wall to a ‘play‐wall’ to the disadvantage of authors without financial support. I argue that the focus on OA makes us miss the bigger problem: today’s scholarly communications is unaffordable with today’s budgets. OA is not the problem, the publishing process is the problem. To solve it, I propose using the principles of digital transformation to reinvent publishing as a two‐step process where articles are published first as preprints, and then, journal editors invite authors to submit only papers that ‘succeed’ to peer review. This would reduce costs significantly, opening a sustainable pathway for scholarly publishing and OA. The catalyst for this change is for the reputation economy to accept preprints as it does articles in minor journals today. 相似文献
157.
158.
A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them. 相似文献
159.
Gwen Nugent Michael D. Toland Richard Levy Gina Kunz David Harwood Denise Green Kathy Kitts 《Journal of Science Teacher Education》2012,23(5):503-529
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers?? geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n?=?25) and education students enrolled in the traditional, classroom-based course (n?=?37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons. 相似文献
160.
Andrew Green Viv Ellis Karen Simecek 《Changing English: An International Journal of English Teaching》2016,23(4):351-362
AbstractJerome Bruner’s experiment over 30 years ago suggested that imaginative literature had greater affordances for the ‘subjunctification’ of experience by those who heard it read aloud than did transactional prose such as a news article. By ‘subjunctification’, Bruner meant the capacity to use the resource (the short story, for example) to transform one’s experience of the world, to render understanding in more complex ways and to do more than get things done as they have always been done. This paper reports on a small-scale replication of the experiment that sought to measure differences in the affordances of poetry being read aloud compared to hearing a short story or a news article. 相似文献