全文获取类型
收费全文 | 415篇 |
免费 | 13篇 |
专业分类
教育 | 349篇 |
科学研究 | 6篇 |
各国文化 | 4篇 |
体育 | 25篇 |
信息传播 | 44篇 |
出版年
2024年 | 1篇 |
2023年 | 6篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 8篇 |
2019年 | 17篇 |
2018年 | 20篇 |
2017年 | 31篇 |
2016年 | 23篇 |
2015年 | 14篇 |
2014年 | 26篇 |
2013年 | 91篇 |
2012年 | 6篇 |
2011年 | 9篇 |
2010年 | 15篇 |
2009年 | 22篇 |
2008年 | 6篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 9篇 |
2003年 | 6篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有428条查询结果,搜索用时 828 毫秒
271.
272.
Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, relational language predicted later number relation skills, specifically number line estimation, β = .30. Relational language did not differentially predict number line estimation performance in children with low or high number relation skills, likely due to the restricted ranges of data within subgroups. Number relation skills, specifically number line estimation and number ordering, may be a pathway between relational language and mathematical skills. 相似文献
273.
Donna M. Gibson Colette T. Dollarhide Kayleena Brashear Jenny Huynh Bowen Marshall Kristian Robinson 《Counselor Education & Supervision》2023,62(3):222-232
In this study, a qualitative content analysis of the professional identity development research in counseling was conducted to describe elements of the development of “elective identities” of leader, research, counselor educator, and social justice practitioner. Predisposing, process, and outcome codes reveal experiences and contexts that influence this development in students, educators, and counselors. 相似文献
274.
ABSTRACT In this paper we examine how the changing context of further educational provision is influencing the practice of one group of lecturers. These are the ‘special needs’, or ‘learning support’, co‐ordinators, whose responsibilities include supporting students with disabilities or learning difficulties as well as developing skills in staff management and negotiating for resources. 相似文献
275.
276.
277.
Motivation,Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates
Abstract: Nutrition and food students at Sheffield Hallam University completed an “active learning” assessment as part of a final year module, Applied Nutrition 2. The purpose of the “active learning” assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower, oral business proposal presentation, a feedback stage, and Nutrition Fair. To assess learner autonomy, levels of motivation, confidence, and control were quantitatively and qualitatively monitored throughout the learning journey. The results showed that levels of confidence, motivation, and control increased following each stage and significantly across the learning journey. However, there were significant gender differences in terms of achievement of marks and in levels of motivation at various stages. On average, females achieved higher marks in certain assessments and they demonstrated higher levels of motivation after the initial briefing. Further, significant differences were also reported between different degree routes in terms of achievement of marks and levels of confidence, motivation, and control. “Active learning” has been shown to foster improved levels of confidence, motivation, and control in a cohort of nutrition and food students, contributing to overall learner autonomy. Graduates able to demonstrate such qualities will undoubtedly be welcomed by employers in the relevant sectors. 相似文献
278.
Research in Science Education - This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science... 相似文献
279.
280.
From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jessica F. Hay Katharine Graf Estes Tianlin Wang Jenny R. Saffran 《Child development》2015,86(1):10-22
Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone. 相似文献