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981.
Alison Davies Jill Ramsay Helen Lindfield John Couperthwaite 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):615-628
The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning clinical practice, thus laying the foundation for the development of effective clinical reasoning. This paper examines some of the problems that staff encountered, including the lessons that they learnt through the design, development, and implementation processes of the module, and the subsequent modifications that were made. Student experiences of this course are also included, as they provided staff with further insights into the ways in which these problems impacted upon their preparation for clinical practice and how the module might be improved for future cohorts. From an analysis of the problems that staff encountered and then sought to resolve, and of student experiences of the course, this paper identifies foundations for good practice in the development and delivery of innovative learning and teaching methods. 相似文献
982.
Roger Hancock Alison Cox 《Early Years: An International Journal of Research and Development》2002,22(2):105-118
This article reports on a series of eight workshops for children under three and their parents. The workshops took place at Tate Britain, London, and they were collectively known as 'Big and small; short and tall'. The article outlines the approach used to evaluate the workshops, particularly the way in which parents' experiences, and their views on children's experiences, were given prominence. Despite the potential difficulties of taking very young children into an art gallery, most parents said they were pleased with their children's engagement. Parent feedback suggests that the structure and content of the workshops did much to enable them and their children to learn about art and artists together. Moreover, some confirmed that their joint involvement had stimulated further learning at home and life-wide learning more generally. 相似文献
983.
This article explores issues of ‘difference’ in terms of identity for disabled pupils, including those with special educational needs in the context of art and design education. By focusing on body image and fashion, positive and negative views of those with a different identity, in relation to inclusion and visibility, in society and formal schooling are addressed. Inclusive values for those in a special school are identified and promoted with reference to a particular project in art and design. 相似文献
984.
Effects of Poverty and Maternal Depression on Early Child Development 总被引:11,自引:0,他引:11
Researchers have renewed an interest in the harmful consequences of poverty on child development. This study builds on this work by focusing on one mechanism that links material hardship to child outcomes, namely the mediating effect of maternal depression. Using data from the National Maternal and Infant Health Survey, we found that maternal depression and poverty jeopardized the development of very young boys and girls, and to a certain extent, affluence buffered the deleterious consequences of depression. Results also showed that chronic maternal depression had severe implications for both boys and girls, whereas persistent poverty had a strong effect for the development of girls. The measures of poverty and maternal depression used in this study generally had a greater impact on measures of cognitive development than motor development. 相似文献
985.
Engaging students as partners (SaP) in teaching and learning is an emerging yet contested topic in higher education. This study interviewed 16 students and staff working in partnership across 11 Australian universities to understand how they conceptualised SaP and the opportunities they believed SaP afforded their universities. Thematic analysis revealed three overlapping conceptions of partnership: SaP as counter-narrative, SaP as values-based practice, and SaP as cultural change. The findings are first interpreted through the lens of liminality and an ethic of care. This is followed by a discussion of inclusivity of involvement, resistance, and reinforcement of neoliberal agendas despite good intentions. Finally, implications for cautious enactment of both practice and research are offered. 相似文献
986.
The monozygotic (MZ) twin differences method was used to investigate nonshared environmental (NSE) influences independent of genetics. Four-year-old MZ twin pairs (N = 2,353) were assessed by their parents on 2 parenting measures (harsh parental discipline and negative parental feelings) and 4 behavioral measures (anxiety, prosocial behavior, hyperactivity, and conduct problems). Within-pair differences in parenting correlated significantly with MZ differences in behavior, with an average effect size of 3%. For the extreme 10% of the parenting-discordant and behavior-discordant distributions, the average NSE effect size was substantially greater (11%), suggesting a stronger NSE relationship for more discordant twins. NSE relationships were also stronger in higher risk environments, that is, families with lower socioeconomic status, greater family chaos, or greater maternal depression. 相似文献
987.
Bottoms BL Kalder AK Stevenson MC Oudekerk BA Wiley TR Perona A 《Child abuse & neglect》2011,35(2):127-141
Objectives
The present study investigated the influence of juror gender and infant victim disability on jurors’ reactions to infanticide cases.Methods
Participants (men and women undergraduates) read a summary of a mock trial involving alleged father-perpetrated infanticide. The infant was described as severely mentally disabled or as not disabled. Participants completed a series of case-related judgments (e.g., guilt; sentence; and empathy, sympathy, and similarity toward the defendant and victim).Results
There were pervasive gender differences such that compared to men, women mock jurors rendered more guilty verdicts, perceived the father/defendant as having greater intent to kill his infant, and felt less similar to the defendant. Compared to men, women also believed the father was more responsible and the pneumonia was less responsible for the infant's death, had less sympathy and empathy for the defendant, endorsed more negative beliefs about the father, and were more likely to believe the infant was a unique person. Mediational analyses revealed that these statistically significant effects were explained, in part, by gender differences in attitudes toward the defendant. Further, whether the infant victim was portrayed as severely disabled (versus developmentally normal) had little effect on central case judgments such as verdict, but jurors who believed the infant was severely disabled gave significantly shorter sentences to the defendant, were less likely to perceive the defendant as mentally ill, and felt significantly less empathy for and similarity to the infant victim.Conclusions
Although juror gender consistently predicted juror's judgments, there were fewer effects of disability status. Even so, bias against disabled infants manifested for several dependant variables.Practical implications
This research can inform legal professionals about the potential for bias in juror decision-making, and in turn, help facilitate fairness and justice for the youngest and most vulnerable victims of child abuse. 相似文献988.
Alison E. Schwing Julie R. LaFollette Jesse A. Steinfeldt Y. Joel Wong 《International journal for the advancement of counseling》2011,33(1):51-63
This qualitative study investigated three novice counselors’ experiences and characterizations of therapeutic relationships.
Thematic analyses of interviews and diaries revealed six common themes: (a) the centrality of supervision and training experiences
to navigating interpersonal experiences with clients; (b) anxiety about counselors’ roles in therapeutic relationships; (c)
the perception of the therapeutic relationship as less directive than outside (lay) helping relationships; (d) experimentation
with different interpersonal styles; (e) awareness of countertransference; and, (f) impact of therapeutic relationships on
outside relationships. Findings expand upon the therapeutic relationship as a focal point for the training and supervision
of novice counselors. 相似文献
989.
Berhenke A Miller AL Brown E Seifer R Dickstein S 《Early childhood research quarterly》2011,26(4):430-441
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. 相似文献
990.
Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language 总被引:1,自引:0,他引:1
Carollee Howes Alison Wishard GuerraAllison Fuligni Eleanor ZuckerLinda Lee Nora B. ObregonAsha Spivak 《Early childhood research quarterly》2011,26(4):399
The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M = age 63 months, SD = 8.1 months), part of the National Evaluation of Early Head Start, participated in this study just prior to entering kindergarten. We observed children with peers in their classrooms and rated classroom peer group size, affective climate for peer interaction, teacher management of the classroom, and materials for dramatic play. Teachers reported on teacher-child relationship quality. Children from Spanish-speaking homes played similarly in classrooms where Spanish was and was not spoken. After control variables and receptive vocabulary scores were entered into the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers. Children engaged in more pretend play and received lower ratings of being the victim of peer aggression when classroom groups were smaller. When teachers perceived teacher-child relationships as lower in conflict and higher in closeness, children's anxious-withdrawn, aggressive, and victim of aggression ratings were lower. Children's ratings of being the victim of peer aggression were higher when ratings of classroom positive peer climate were lower. Child-teacher ethnic or racial match did not moderate these predictions. 相似文献