全文获取类型
收费全文 | 4003篇 |
免费 | 424篇 |
专业分类
教育 | 3817篇 |
科学研究 | 55篇 |
各国文化 | 111篇 |
体育 | 75篇 |
文化理论 | 10篇 |
信息传播 | 359篇 |
出版年
2023年 | 9篇 |
2021年 | 40篇 |
2020年 | 73篇 |
2019年 | 138篇 |
2018年 | 150篇 |
2017年 | 187篇 |
2016年 | 131篇 |
2015年 | 182篇 |
2014年 | 198篇 |
2013年 | 1210篇 |
2012年 | 161篇 |
2011年 | 173篇 |
2010年 | 178篇 |
2009年 | 145篇 |
2008年 | 165篇 |
2007年 | 109篇 |
2006年 | 97篇 |
2005年 | 95篇 |
2004年 | 86篇 |
2003年 | 48篇 |
2002年 | 42篇 |
2001年 | 48篇 |
2000年 | 56篇 |
1999年 | 43篇 |
1998年 | 33篇 |
1997年 | 25篇 |
1996年 | 40篇 |
1995年 | 37篇 |
1994年 | 27篇 |
1993年 | 30篇 |
1992年 | 39篇 |
1991年 | 23篇 |
1990年 | 45篇 |
1989年 | 27篇 |
1988年 | 28篇 |
1987年 | 24篇 |
1986年 | 30篇 |
1985年 | 31篇 |
1984年 | 18篇 |
1983年 | 18篇 |
1982年 | 20篇 |
1981年 | 11篇 |
1980年 | 11篇 |
1979年 | 21篇 |
1978年 | 21篇 |
1976年 | 6篇 |
1975年 | 11篇 |
1974年 | 9篇 |
1973年 | 8篇 |
1972年 | 10篇 |
排序方式: 共有4427条查询结果,搜索用时 31 毫秒
41.
42.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
43.
This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm. 相似文献
44.
A. Pessate‐Schubert 《Compare》2004,34(3):329-340
This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel. 相似文献
45.
46.
Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling... 相似文献
47.
Studies of advanced expertise development in a number of areas are reviewed in order to provide general suggestions about the elements of clinical training that might enhance counseling and educational psychology expertise. The emphasis of the discussion is on the connections between classroom instruction and practicum or internship experiences. Recommendations include changes in the sequencing, context, knowledge content, practice conditions, and motivational support provided to students. 相似文献
48.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
49.
Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level 相似文献
50.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献