全文获取类型
收费全文 | 3641篇 |
免费 | 67篇 |
国内免费 | 2篇 |
专业分类
教育 | 2931篇 |
科学研究 | 114篇 |
各国文化 | 48篇 |
体育 | 145篇 |
文化理论 | 33篇 |
信息传播 | 439篇 |
出版年
2022年 | 21篇 |
2021年 | 27篇 |
2020年 | 54篇 |
2019年 | 79篇 |
2018年 | 98篇 |
2017年 | 118篇 |
2016年 | 105篇 |
2015年 | 81篇 |
2014年 | 77篇 |
2013年 | 938篇 |
2012年 | 95篇 |
2011年 | 114篇 |
2010年 | 90篇 |
2009年 | 90篇 |
2008年 | 103篇 |
2007年 | 101篇 |
2006年 | 90篇 |
2005年 | 82篇 |
2004年 | 85篇 |
2003年 | 81篇 |
2002年 | 74篇 |
2001年 | 61篇 |
2000年 | 55篇 |
1999年 | 56篇 |
1998年 | 44篇 |
1997年 | 61篇 |
1996年 | 53篇 |
1995年 | 50篇 |
1994年 | 46篇 |
1993年 | 41篇 |
1992年 | 43篇 |
1991年 | 35篇 |
1990年 | 30篇 |
1989年 | 30篇 |
1988年 | 22篇 |
1987年 | 18篇 |
1986年 | 36篇 |
1985年 | 40篇 |
1984年 | 31篇 |
1983年 | 32篇 |
1982年 | 32篇 |
1981年 | 22篇 |
1980年 | 30篇 |
1979年 | 27篇 |
1978年 | 33篇 |
1977年 | 28篇 |
1976年 | 18篇 |
1974年 | 17篇 |
1971年 | 17篇 |
1969年 | 14篇 |
排序方式: 共有3710条查询结果,搜索用时 31 毫秒
61.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
62.
Yannis Hadzigeorgiou Barbara Prevezanou Mary Kabouropoulou Manos Konsolas 《Environmental Education Research》2011,17(4):519-536
This paper reports on a study undertaken with the primary aim of investigating the effect of the storytelling teaching approach on kindergarten children's retention of ideas about the importance of trees. The study also assessed the effect of storytelling on children's intention to participate in a tree planting activity that they had to select from a list of activities. The story that was created included such elements as binary opposites, mental images, mystery, and wonder, according to Kieran Egan's theory. The study utilized a two‐group design, was conducted in three phases (pre‐test, intervention, and post‐test), lasted 11 weeks, and its results provide evidence of the effectiveness of the storytelling approach when compared with the traditional method of expository teaching complemented with visual images (pictures) of trees and their importance to human beings. The pedagogical appropriateness of the story, which was based upon the binary pair of opposites ‘security–insecurity’, is also discussed in the paper. 相似文献
63.
For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately,
geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry
and spatial thinking, review research on professional development for these teachers, and describe a series of research and
development projects based on this body of knowledge. We conclude that research-based models hold the potential to make a
significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of
their teachers. 相似文献
64.
65.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
66.
Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not
engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females
are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable
(http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections
and impede female progression through technology classes. It is these factors that our educational system must address.
Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening
classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi,
1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice,
1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to
pursue higher level computer classes.
Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once
outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology
gap (Kumagi, 1995). 相似文献
67.
In five conditioned taste aversion experiments with rats, summation, retardation, and preference tests were used to assess the effects of extinguishing a conditioned saccharin aversion for three or nine trials. In Experiment 1, a summation test showed that saccharin aversion extinguished over nine trials reduced the aversion to a merely conditioned flavor (vinegar), whereas three saccharin extinction trials did not subsequently influence the vinegar aversion. Experiment 2 clarified that result, with unpaired controls equated on flavor exposure prior to testing; the results with those controls suggested that the flavor extinguished for nine trials produced generalization decrement during testing. In Experiment 3, the saccharin aversion reconditioned slowly after nine extinction trials, but not after three. Those results suggested the development of latent inhibition after more than three extinction trials. Preference tests comparing saccharin consumption with a concurrently available fluid (water in Experiment 4, saline in Experiment 5) showed that the preference for saccharin was greater after nine extinction trials than after three. However, saccharin preference after nine extinction trials was not greater, as compared with that for either latent inhibition controls (Experiments 4 and 5) or a control given equated exposures to saccharin and trained to drink saline at a high rate prior to testing (Experiment 5). Concerns about whether conditioned inhibition has been demonstrated in any flavor aversion procedure are discussed. Our findings help explain both successes and failures in demonstrating postextinction conditioned response recovery effects reported in the conditioned taste aversion literature, and they can be explained using a memory interference account. 相似文献
68.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
69.
Moore ML 《The Journal of perinatal education》2005,14(4):5-8
Cesarean birth rates in the United States reached a high of 27.6% in 2003, a 6% increase over 2002. A cultural conflict appears to exist between the views of those who believe that birth is normal and many cesareans are unnecessary and the views of those who feel that higher rates are justifiable. Childbirth educators can share cultural concepts of normal birth in their classroom. 相似文献
70.
Yujeong Park Mary T. Brownell Elizabeth F. Bettini Amber E. Benedict 《Exceptionality》2019,27(1):1-17
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed. 相似文献