全文获取类型
| 收费全文 | 942篇 |
| 免费 | 27篇 |
专业分类
| 教育 | 727篇 |
| 科学研究 | 58篇 |
| 各国文化 | 14篇 |
| 体育 | 50篇 |
| 文化理论 | 10篇 |
| 信息传播 | 110篇 |
出版年
| 2023年 | 4篇 |
| 2022年 | 12篇 |
| 2021年 | 8篇 |
| 2020年 | 13篇 |
| 2019年 | 20篇 |
| 2018年 | 34篇 |
| 2017年 | 44篇 |
| 2016年 | 33篇 |
| 2015年 | 19篇 |
| 2014年 | 26篇 |
| 2013年 | 264篇 |
| 2012年 | 23篇 |
| 2011年 | 21篇 |
| 2010年 | 19篇 |
| 2009年 | 16篇 |
| 2008年 | 24篇 |
| 2007年 | 23篇 |
| 2006年 | 18篇 |
| 2005年 | 17篇 |
| 2004年 | 19篇 |
| 2003年 | 15篇 |
| 2002年 | 22篇 |
| 2001年 | 7篇 |
| 2000年 | 12篇 |
| 1999年 | 12篇 |
| 1998年 | 21篇 |
| 1997年 | 10篇 |
| 1996年 | 15篇 |
| 1995年 | 9篇 |
| 1994年 | 5篇 |
| 1993年 | 6篇 |
| 1992年 | 16篇 |
| 1991年 | 8篇 |
| 1990年 | 14篇 |
| 1989年 | 5篇 |
| 1988年 | 10篇 |
| 1987年 | 8篇 |
| 1985年 | 7篇 |
| 1984年 | 4篇 |
| 1983年 | 5篇 |
| 1982年 | 5篇 |
| 1981年 | 8篇 |
| 1979年 | 7篇 |
| 1978年 | 6篇 |
| 1977年 | 9篇 |
| 1976年 | 7篇 |
| 1974年 | 8篇 |
| 1972年 | 4篇 |
| 1971年 | 4篇 |
| 1915年 | 4篇 |
排序方式： 共有969条查询结果，搜索用时 15 毫秒
41.
42.
43.
44.
45.
46.
Andrew Davis 《Journal of Philosophy of Education》2004,38(1):21-36
This paper discusses the current fashion for brain‐based learning, in which value‐laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities. 相似文献
47.
C.W. Davis 《Journal of The Franklin Institute》1922,194(1):113-114
48.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
49.
Shereen C. Naser Katherine Clonan-Roy Kimberly A. Fuller Elizabeth A. Goncy Nicole Wolf 《Psychology in the schools》2022,59(1):34-50
The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school-based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety. 相似文献
50.