全文获取类型
| 收费全文 | 183篇 |
| 免费 | 3篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 108篇 |
| 科学研究 | 15篇 |
| 各国文化 | 4篇 |
| 体育 | 34篇 |
| 文化理论 | 6篇 |
| 信息传播 | 20篇 |
出版年
| 2023年 | 1篇 |
| 2022年 | 3篇 |
| 2021年 | 2篇 |
| 2020年 | 5篇 |
| 2019年 | 12篇 |
| 2018年 | 11篇 |
| 2017年 | 13篇 |
| 2016年 | 9篇 |
| 2015年 | 4篇 |
| 2014年 | 6篇 |
| 2013年 | 26篇 |
| 2012年 | 12篇 |
| 2011年 | 9篇 |
| 2010年 | 2篇 |
| 2009年 | 6篇 |
| 2008年 | 7篇 |
| 2007年 | 12篇 |
| 2006年 | 1篇 |
| 2005年 | 3篇 |
| 2004年 | 2篇 |
| 2003年 | 7篇 |
| 2002年 | 4篇 |
| 2001年 | 3篇 |
| 1999年 | 1篇 |
| 1998年 | 2篇 |
| 1997年 | 1篇 |
| 1996年 | 3篇 |
| 1995年 | 1篇 |
| 1994年 | 1篇 |
| 1993年 | 1篇 |
| 1992年 | 1篇 |
| 1991年 | 1篇 |
| 1990年 | 1篇 |
| 1989年 | 3篇 |
| 1988年 | 1篇 |
| 1985年 | 1篇 |
| 1983年 | 1篇 |
| 1981年 | 2篇 |
| 1979年 | 1篇 |
| 1976年 | 1篇 |
| 1975年 | 1篇 |
| 1974年 | 2篇 |
| 1973年 | 1篇 |
排序方式： 共有187条查询结果，搜索用时 265 毫秒
31.
The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight. 相似文献
32.
This paper evaluates the viability of using controversies in teaching. An educational project has been elaborated in which some historical-philosophical clashes were introduced into the classical syllabus of physics. The historical-philosophical controversy dealt with here, took place between the French physicists Biot and Ampère in the 19th century and referred to distinct interpretations of the Oersted experiment. This controversy was inserted into the syllabus of the 12th grade of a Brazilian secondary school. 相似文献
33.
Daniela Traficante Marco Marelli Claudio Luzzatti Cristina Burani 《Reading and writing》2014,27(7):1303-1326
Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children’s reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., artista, artist) or a verb base (e.g., punizione, punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect. 相似文献
34.
One of the major conceptual difficulties of environmental education is its complexity. During a 20 h module of initial training gathering together primary and secondary school teachers this concept was highlighted. Some approaches have been tested, all dynamic and transferable. They are analysed and assessed. 相似文献
35.
Nicole Benevento Albert N. Greco Toniann Pasqueralle Clara Rodriguez Francesca Russo Alana M. Spendley Kelly Sullivan Yiming Sun Robert M. Wharton 《Publishing Research Quarterly》2017,33(4):357-372
The “gender gap” in the U.S. publication of English language and literature scholarly books has not been fully investigated. In order to investigate gender disparity, we collected, aggregated, and analyzed data on 1633 faculty members who authored or edited 4835 scholarly books at the top 50 U.S. English Ph.D. departments. Despite the fact that more women than men have received Ph.D.s in English since 1987, the top 50 departments are predominantly male, and male faculty members publish more books on a per capita basis. However, who publishes more books in these departments varies: (1) with the department that the faculty member is in (with grater parity in the middle 30 departments); and (2) when the faculty member published their first book, with female faculty who published their first book after 1998 publishing as many books on a per person basis as male faculty. This paper also offers recommendations on how marketing strategies can be used to ameliorate the “gender gap” in this academic field. 相似文献
36.
37.
38.
39.
40.