全文获取类型
收费全文 | 531篇 |
免费 | 20篇 |
专业分类
教育 | 435篇 |
科学研究 | 4篇 |
各国文化 | 8篇 |
体育 | 26篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 76篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 10篇 |
2021年 | 15篇 |
2020年 | 21篇 |
2019年 | 35篇 |
2018年 | 44篇 |
2017年 | 32篇 |
2016年 | 34篇 |
2015年 | 22篇 |
2014年 | 37篇 |
2013年 | 88篇 |
2012年 | 24篇 |
2011年 | 20篇 |
2010年 | 16篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 16篇 |
2006年 | 7篇 |
2005年 | 12篇 |
2004年 | 14篇 |
2003年 | 14篇 |
2002年 | 4篇 |
2001年 | 13篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1988年 | 2篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1959年 | 1篇 |
排序方式: 共有551条查询结果,搜索用时 15 毫秒
91.
Associations Among Infant Iron Deficiency,Childhood Emotion and Attention Regulation,and Adolescent Problem Behaviors 下载免费PDF全文
Patricia East Erin Delker Betsy Lozoff Jorge Delva Marcela Castillo Sheila Gahagan 《Child development》2018,89(2):593-608
This study examined whether iron deficiency (ID) in infancy contributes to problem behaviors in adolescence through its influence on poor regulatory abilities in childhood. Chilean infants (N = 1,116) were studied when there was no national program for iron fortification (1991–1996), resulting in high rates of ID (28%) and iron‐deficiency anemia (IDA, 17%). Infants (54% male) were studied at childhood (Mage = 10 years) and adolescence (Mage = 14 years). IDA in infancy was related to excessive alcohol use and risky sexual behavior in adolescence through its effect on poor emotion regulation in childhood. Attentional control deficits at age 10 were also related to both infant IDA and heightened risk taking in adolescence. Findings elucidate how poor childhood regulatory abilities associated with infant IDA compromise adjustment in adolescence. 相似文献
92.
93.
94.
Claire Cassidy Helen Marwick Lynn Deeney Gillian McLean 《Emotional and Behavioural Difficulties》2018,23(1):81-96
This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of 10 weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children. 相似文献
95.
96.
97.
98.
The claim is made here that we need to prepare teachers who can locate their voices in teaching situations, recognize their relationship with other voices in those situations, and reflect on their pedagogical intentions. In a teacher education course, stories written about practicum experiences offered students an opportunity to reflect on the location of their voice in classroom situations and to discuss with peers different classroom situations and possibilities for teaching and learning. This study examines more closely the reflections of two of the students with seemingly distinct orientations to learning to teach. Their practicum stories and reflective essays were analyzed for positioning of voice as described by Belenky et al. (1986). The two students located their voices in distinct ways, and also expressed growing awareness of classroom dynamics and the value of peer dialogue in broadening and deepening their understandings of teaching and learning. 相似文献
99.
D. Bruce Taylor Laura K. Handler Erin FitzPatrick 《Journal of Research on Technology in Education》2020,52(4):515-533
AbstractThis yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills. 相似文献
100.