全文获取类型
收费全文 | 360篇 |
免费 | 26篇 |
专业分类
教育 | 284篇 |
科学研究 | 18篇 |
各国文化 | 10篇 |
体育 | 22篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 50篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 16篇 |
2019年 | 22篇 |
2018年 | 25篇 |
2017年 | 37篇 |
2016年 | 31篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 77篇 |
2012年 | 16篇 |
2011年 | 11篇 |
2010年 | 13篇 |
2009年 | 15篇 |
2008年 | 16篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 10篇 |
2003年 | 4篇 |
2002年 | 2篇 |
2001年 | 4篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1940年 | 1篇 |
排序方式: 共有386条查询结果,搜索用时 140 毫秒
281.
282.
Many new research advancements have been gained in fields other than the basic social sciences. Some of these advancements come from multidisciplinary studies that merge social sciences with theories from other fields of study. This article takes a multidisciplinary approach, juxtaposing some of the more recent findings from other disciplines to develop a general model for improving performance. The proposed model utilizes social theory from sociology and community studies, knowledge spirals from the knowledge management discipline, motivation theories derived in part from evolutionary biology, and research on engagement from different fields of study within the social sciences. By incorporating a multidisciplinary theory for performance improvement, the authors are adhering to recommendations from researchers calling for alternative paradigms to be utilized, providing a more holistic understanding of the phenomena being studied (Storberg‐Walker, 2007 ; Torraco, 2004 ). 相似文献
283.
284.
285.
286.
287.
288.
This paper examines how a team of teachers in a Norwegian upper secondary school responds to, negotiates, and evaluates students' writing in and across different disciplines. The purpose is to identify discourse strategies and professional development as the teachers discuss students' texts, and to explore how the teachers develop a shared understanding of how writing relates to students' learning. The findings show how the teachers' discourse reflects an emerging understanding of how writing is both a subject-specific and interdisciplinary skill conducive to learning, but also how institutional traditions and discipline-specific concerns together allow for and constrain teachers' learning. 相似文献
289.
290.
Seth D. Pollak Charles A. Nelson Mary F. Schlaak Barbara J. Roeber Sandi S. Wewerka Kristen L. Wiik Kristin A. Frenn Michelle M. Loman Megan R. Gunnar 《Child development》2010,81(1):224-236
The neurodevelopmental sequelae of early deprivation were examined by testing ( N = 132) 8- and 9-year-old children who had endured prolonged versus brief institutionalized rearing or rearing in the natal family. Behavioral tasks included measures that permit inferences about underlying neural circuitry. Children raised in institutionalized settings showed neuropsychological deficits on tests of visual memory and attention, as well as visually mediated learning and inhibitory control. Yet, these children performed at developmentally appropriate levels on similar tests where auditory processing was also involved and on tests assessing executive processes such as rule acquisition and planning. These findings suggest that specific aspects of brain-behavioral circuitry may be particularly vulnerable to postnatal experience. 相似文献