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71.
血小板衍化生长因子受体磷酸化作用抑制剂的定量构效关系研究 总被引:2,自引:0,他引:2
血小板衍化生长因子受体磷酸化作用的抑制剂是治疗增殖紊乱的一类重要药物,本文采用粒子群优化训练神经网络算法对血小板衍化生长因子受体的磷酸化作用的抑制剂进行了定量构效关系研究,对其抑制活性建立了满意的预测模型. 相似文献
72.
Deborah L. Wolter 《Early Childhood Education Journal》1995,23(2):89-91
New emphasis on emergent literacy and whole language approaches allows early childhood professionals more flexibility in responding
to and supporting a family's definition of literacy. This article offers three keys to becoming sensitive family-literacy
advocates in early childhood programs. Recognizing that family literacy is highly individualized and providing nonjudgmental
and confidential support are crucial. The strengths and abilities of children and families, regardless of their current literacy
level or educational priorities, are emphasized. 相似文献
73.
文学与大自然有不解之缘,从二者的关系来看,进入文学中的自然经历了一个从简单比拟到水乳交融的深化过程。晚明的袁宏道就以其自身的情趣爱好、人生游历、采用多种艺术手法给我们描绘了一个审美视野中的自然,展现出人与自然无比亲和的审美境界,提升了人与自然的审美关系,拓宽了我国游记文学的审美空间,表达出浓厚的人文气息和新鲜的审美意趣。 相似文献
74.
This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. 相似文献
75.
Tensions can occur in the mentor–mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with preservice teachers during professional experience programmes. Three themes emerged around the causes of tensions (low- to high-level conflicts) within the mentor–mentee relationship, namely: (1) personal issues (i.e. incompatibility, personality differences, language); (2) pedagogical issues (i.e. lack of pedagogical and content knowledge, differences in teaching styles); and (3) professional issues. Strategies to resolve these tensions include: maintaining a positive professional relationship, regular feedback as a way to address issues, sharing responsibility and empowerment, and using empathy for specific situations. As a theoretical contribution, this study provides a model around low- and high-level conflict associated with personal, pedagogical and professional (3Ps) issues. The study focused on mentors only and further research is required about the tensions preservice teachers experience with their mentors and ways in which these tensions can be resolved. 相似文献
76.
Kirsten deFur 《American journal of sexuality education》2016,11(2):149-159
The Center for Sex Education recently published the fourth edition of Unequal Partners: Teaching about Power, Consent, and Healthy Relationships, Volumes 1 and 2. Included here are two lesson plans about sexual consent selected from each volume.1 “What does it take … to give sexual consent?” is reprinted from Volume 1; and “Enthusiastic consent: What is it and how do I do it?” is reprinted from Volume 2. 相似文献
77.
Cheryl Varghese Lynne Vernon-Feagans Mary Bratsch-Hines 《The Journal of educational research》2019,112(3):411-420
The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships. 相似文献
78.
Creating Respectful Classroom Environments 总被引:1,自引:0,他引:1
Creating respectful classroom environments Respect is a critical variable in education. It is critical to each individual child in the classroom environment as well as to the teaching and learning that takes place in the classroom. Children learn by example. Where do they get their examples? This article explores the parameters of teaching and encouraging respect in classrooms for young children. Emphasis is placed on the creation of respectful classroom environments taught by teachers who have themselves been prepared to nurture this kind of environment. 相似文献
79.
用“人格特质测评”、“人际关系心理行为问卷”、“社会适应能力测评”、“自信心测验”、“进取性测验”问卷对1018名师专院校学生进行调查,结果显示:师专生人际关系困扰较为普遍,在待人接物方面,是否独生子女及专业类别存在显著性差异;师专生的社会适应能力在性别、专业等方面存在显著性差异;师专生的自信心在性别、专业方面存在显著性差异:师专生的进取性在生源性质、母亲文化程度方面存在显著性差异,建议师专院校加大心理健康教育的工作力度,帮助学生提高情商水平。 相似文献
80.
The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on
parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship
formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive
relationships with the families that they serve. 相似文献