全文获取类型
| 收费全文 | 1760篇 |
| 免费 | 44篇 |
专业分类
| 教育 | 1233篇 |
| 科学研究 | 96篇 |
| 各国文化 | 20篇 |
| 体育 | 296篇 |
| 综合类 | 1篇 |
| 文化理论 | 45篇 |
| 信息传播 | 113篇 |
出版年
| 2023年 | 16篇 |
| 2022年 | 25篇 |
| 2021年 | 46篇 |
| 2020年 | 87篇 |
| 2019年 | 135篇 |
| 2018年 | 153篇 |
| 2017年 | 155篇 |
| 2016年 | 120篇 |
| 2015年 | 82篇 |
| 2014年 | 90篇 |
| 2013年 | 367篇 |
| 2012年 | 76篇 |
| 2011年 | 47篇 |
| 2010年 | 34篇 |
| 2009年 | 28篇 |
| 2008年 | 31篇 |
| 2007年 | 28篇 |
| 2006年 | 36篇 |
| 2005年 | 19篇 |
| 2004年 | 16篇 |
| 2003年 | 22篇 |
| 2002年 | 12篇 |
| 2001年 | 11篇 |
| 2000年 | 12篇 |
| 1999年 | 6篇 |
| 1998年 | 8篇 |
| 1997年 | 7篇 |
| 1996年 | 9篇 |
| 1995年 | 13篇 |
| 1994年 | 13篇 |
| 1993年 | 7篇 |
| 1992年 | 7篇 |
| 1991年 | 4篇 |
| 1990年 | 5篇 |
| 1989年 | 7篇 |
| 1988年 | 4篇 |
| 1987年 | 5篇 |
| 1986年 | 3篇 |
| 1985年 | 4篇 |
| 1983年 | 3篇 |
| 1982年 | 3篇 |
| 1981年 | 4篇 |
| 1980年 | 3篇 |
| 1979年 | 3篇 |
| 1977年 | 5篇 |
| 1976年 | 5篇 |
| 1974年 | 5篇 |
| 1973年 | 3篇 |
| 1972年 | 5篇 |
| 1956年 | 3篇 |
排序方式： 共有1804条查询结果，搜索用时 15 毫秒
51.
52.
53.
José A. Montelongo Anita C. Hernández Roberta J. Herter 《Multicultural Perspectives》2014,16(3):170-177
English-Spanish cognates are an important subset of words in both the English and Spanish languages. Cognates are words that possess identical or nearly identical spellings and meanings in both languages as a result of being derived from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts.?The Pura Belpré Children's Book Award has been given since 1996 to outstanding children's and young adult literature that represents, affirms, and celebrates the Latino cultural experience. The books are judged for their literary and artistic quality.?There are many English-Spanish cognates in each of the Pura Belpré picture books. The purpose of this article is to introduce the Pura Belpré Cognate Database, which lists all of the English-Spanish cognates for each of the children's picture books that have won the award or have been designated as honor books. Ideas for vocabulary, spelling, and morphology lessons or mini-lessons are also presented. 相似文献
54.
55.
René Zazzo 《Infancia y Aprendizaje》2013,36(6):77-82
RESUMENPara afirmarse como sujeto el niño debe ser capaz de percibirse como objeto. El reconocimiento del otro precede a la identificación de sí mismo. La imagen de sí mismo en el espejo se identifica antes de que el niño se reconozca en foto o en filme. Hacia los 2,5 años se produce este reconocimiento en foto o en filme sin ambigüedad, mientras que la identificación de la imagen especular continúa siendo “frágil”, posiblemente debido a la perplejidad o incertidumbre que suscita. A partir de la observación de las reacciones de niños ante un espejo y en un video de sí mismos, se investiga cómo y cuándo el niño construye su propia imagen. Hasta el tercer año de vida, la reacción del niño ante la imagen especular es como si viera a otro niño, dándose intercambios sociales. La reacción de perplejidad desaparece cuando se consigue la plena apropiación de la imagen. 相似文献
56.
57.
58.
59.
Luis Marques Joa˜o Praia Richard Kempa 《Research in Science & Technological Education》2013,31(2):265-278
This paper reports the findings of a preliminary evaluation of an in-service training programme designed for practising geology/earth science teachers in Portuguese high schools and intended to enhance the effectiveness of fieldwork activities organised by them for their students. Among the points particularly stressed during the in-service training were that students should be adequately prepared for fieldwork through classroom-based activities prior to the fieldwork itself and that to arrive at the maximum educational benefit for the students, they should be involved in collaborative group-based investigation. The findings, derived from an enquiry among students following their exposure to fieldwork, revealed that in both these aspects teachers failed to put theory into practice, probably as the result of a lack of confidence to implement novel procedures. On the positive side, the students reported that they enjoyed the social interaction with other students that the fieldwork made possible and the opportunity to work independently of the teachers. 相似文献
60.
Rodolfo herrero Ricaño Héctor Barrón Soto 《The American journal of distance education》2013,27(1):68-71
Abstract Since 1947, distance education in Mexico has had an important role for nonconventional populations. Considering that distance education is a heterogeneous and dynamic field, it is important to reflect on the need to improve quality as measured by our own standards. With that perspective in mind, a national meeting was organized to start a self‐diagnosis in which quality and access were the main concerns. Five hundred and twenty specialists from fifty‐one institutions participated in a national interactive synchronous meeting held in four regions. As a result of the meeting, thirty‐five criteria and 230 parameters of quality were established. The main conclusion of the meeting refers to the need for the elaboration of our own indicators for open and distance education. 相似文献