全文获取类型
收费全文 | 834篇 |
免费 | 22篇 |
专业分类
教育 | 645篇 |
科学研究 | 13篇 |
各国文化 | 83篇 |
体育 | 48篇 |
文化理论 | 7篇 |
信息传播 | 60篇 |
出版年
2023年 | 2篇 |
2022年 | 8篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 26篇 |
2018年 | 33篇 |
2017年 | 37篇 |
2016年 | 31篇 |
2015年 | 21篇 |
2014年 | 28篇 |
2013年 | 192篇 |
2012年 | 24篇 |
2011年 | 27篇 |
2010年 | 30篇 |
2009年 | 26篇 |
2008年 | 27篇 |
2007年 | 35篇 |
2006年 | 30篇 |
2005年 | 14篇 |
2004年 | 15篇 |
2003年 | 12篇 |
2002年 | 16篇 |
2001年 | 8篇 |
2000年 | 22篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 13篇 |
1996年 | 7篇 |
1995年 | 6篇 |
1994年 | 13篇 |
1993年 | 10篇 |
1992年 | 3篇 |
1991年 | 11篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1987年 | 4篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1979年 | 6篇 |
1976年 | 5篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1964年 | 2篇 |
1907年 | 2篇 |
1833年 | 1篇 |
排序方式: 共有856条查询结果,搜索用时 218 毫秒
21.
Parish-Morris J Hennon EA Hirsh-Pasek K Golinkoff RM Tager-Flusberg H 《Child development》2007,78(4):1265-1287
To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age=5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages=2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children. 相似文献
22.
Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献
23.
Kyle R. Carter 《Roeper Review》2013,35(3):180-184
This article explores some of the materials prepared for parents of gifted children and examines the explanatory language and concepts used in terms of their potential for shaping parental attitudes and affecting the adjustment of gifted children. The author argues that the conceptual frameworks used to explain giftedness, nongiftedness and the nature of differences have powerful effects on societal and educational attitudes, including the willingness to provide differentiated services for gifted children. A strong plea is made for professional sensitivity and responsibility in describing giftedness in ways that do not isolate gifted children or their parents and which potentiate shared advocacy with other educational advocacy groups. 相似文献
24.
25.
26.
Susan Carter 《Higher Education Quarterly》2013,67(4):438-440
27.
28.
29.
30.
Fred M. Schied Vicki K. Carter Judith A. Preston Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172
This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge. 相似文献