全文获取类型
| 收费全文 | 931篇 |
| 免费 | 21篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 684篇 |
| 科学研究 | 74篇 |
| 各国文化 | 33篇 |
| 体育 | 50篇 |
| 文化理论 | 16篇 |
| 信息传播 | 96篇 |
出版年
| 2023年 | 6篇 |
| 2020年 | 12篇 |
| 2019年 | 32篇 |
| 2018年 | 36篇 |
| 2017年 | 42篇 |
| 2016年 | 40篇 |
| 2015年 | 25篇 |
| 2014年 | 25篇 |
| 2013年 | 176篇 |
| 2012年 | 13篇 |
| 2011年 | 25篇 |
| 2010年 | 14篇 |
| 2009年 | 16篇 |
| 2008年 | 22篇 |
| 2007年 | 14篇 |
| 2006年 | 13篇 |
| 2005年 | 22篇 |
| 2004年 | 20篇 |
| 2003年 | 14篇 |
| 2002年 | 13篇 |
| 2001年 | 17篇 |
| 2000年 | 16篇 |
| 1999年 | 18篇 |
| 1998年 | 10篇 |
| 1997年 | 9篇 |
| 1996年 | 15篇 |
| 1995年 | 15篇 |
| 1994年 | 6篇 |
| 1993年 | 9篇 |
| 1992年 | 16篇 |
| 1991年 | 6篇 |
| 1990年 | 14篇 |
| 1989年 | 11篇 |
| 1988年 | 9篇 |
| 1987年 | 11篇 |
| 1985年 | 7篇 |
| 1984年 | 11篇 |
| 1983年 | 14篇 |
| 1982年 | 7篇 |
| 1980年 | 6篇 |
| 1979年 | 7篇 |
| 1977年 | 8篇 |
| 1976年 | 8篇 |
| 1974年 | 5篇 |
| 1973年 | 5篇 |
| 1971年 | 7篇 |
| 1969年 | 7篇 |
| 1966年 | 5篇 |
| 1868年 | 5篇 |
| 1828年 | 6篇 |
排序方式： 共有953条查询结果，搜索用时 15 毫秒
41.
42.
43.
44.
Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms 
下载免费PDF全文
下载免费PDF全文 Erin Lewis‐Morrarty Kathryn A. Degnan Andrea Chronis‐Tuscano Daniel S. Pine Heather A. Henderson Nathan A. Fox 《Child development》2015,86(2):598-613
Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed. 相似文献
45.
46.
This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate. 相似文献
47.
Ashley Lewis Presser Margaret Clements Herbert Ginsburg Barbrina Ertle 《Early education and development》2015,26(3):399-426
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. 相似文献
48.
Katie A. Gilligan-Lee Zachary C. K. Hawes Ashley Y. Williams Emily K. Farran Kelly S. Mix 《Child development》2023,94(5):1205-1221
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills. 相似文献
49.
50.