全文获取类型
收费全文 | 632篇 |
免费 | 15篇 |
专业分类
教育 | 398篇 |
科学研究 | 50篇 |
各国文化 | 14篇 |
体育 | 62篇 |
文化理论 | 9篇 |
信息传播 | 114篇 |
出版年
2023年 | 8篇 |
2022年 | 11篇 |
2021年 | 11篇 |
2020年 | 23篇 |
2019年 | 41篇 |
2018年 | 43篇 |
2017年 | 43篇 |
2016年 | 36篇 |
2015年 | 27篇 |
2014年 | 33篇 |
2013年 | 134篇 |
2012年 | 21篇 |
2011年 | 30篇 |
2010年 | 12篇 |
2009年 | 11篇 |
2008年 | 10篇 |
2007年 | 10篇 |
2006年 | 5篇 |
2005年 | 11篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 9篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 9篇 |
1990年 | 9篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1981年 | 3篇 |
1979年 | 2篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1969年 | 3篇 |
1966年 | 2篇 |
1868年 | 2篇 |
1860年 | 3篇 |
1859年 | 4篇 |
1833年 | 1篇 |
1826年 | 2篇 |
排序方式: 共有647条查询结果,搜索用时 15 毫秒
81.
82.
A bstract . In this essay, Benjamin Baez and Susan Talburt analyze the U.S. Department of Education's Helping Your Child Series to consider how the government of children, families, and schools reflects a concern with two seemingly unrelated political objectives of neoliberal projects: creating responsible, self-reliant citizens and making schools more efficient. Where these two objectives converge is in their techniques: they both use the parent-child relationship and what appears to motivate it. Drawing on Michel Foucault's conceptualization of government as "the conduct of conduct," Baez and Talburt analyze two pamphlets with an eye to several themes: the "commonsensical" nature of its address to loving parents; the "responsibilization" of parents and children; the insidious entry of school goals and behavioral norms into homes; and the seeming empowerment of the parent as partner in his or her child's learning. Finally, the authors discuss how the logic of modern forms of governing families and schools might be contested. 相似文献
83.
Jacqueline Harrett Corresponding author Senior Lecturer Primary English Theresa Benjamin 《Early Years: An International Journal of Research and Development》2005,25(1):31-42
This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story. 相似文献
84.
William V. Fabricius Christopher R. Gonzales Annelise Pesch Amy A. Weimer John Pugliese Kathleen Carroll Rebecca R. Bolnick Anne S. Kupfer Nancy Eisenberg Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154
An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate. 相似文献
85.
86.
87.
We describe and evaluate a random permutation test of measurement invariance with ordered-categorical data. To calculate a p-value for the observed (?)χ2, an empirical reference distribution is built by repeatedly shuffling the grouping variable, then saving the χ2 from a configural model, or the ?χ2 between configural and scalar-invariance models, fitted to each permuted dataset. The current gold standard in this context is a robust mean- and variance-adjusted ?χ2 test proposed by Satorra (2000), which yields inflated Type I errors, particularly when thresholds are asymmetric, unless samples sizes are quite large (Bandalos, 2014; Sass et al., 2014). In a Monte Carlo simulation, we compare permutation to three implementations of Satorra’s robust χ2 across a variety of conditions evaluating configural and scalar invariance. Results suggest permutation can better control Type I error rates while providing comparable power under conditions that the standard robust test yields inflated errors. 相似文献
88.
Benjamin Xie Dastyni Loksa Greg L. Nelson Matthew J. Davidson Dongsheng Dong Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253
ABSTRACTBackground and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding. 相似文献
89.
Research in Science Education - Engaging environmental socioscientific issues (SSI) requires navigating diverse positions regarding people and nature. This qualitative investigation determined how... 相似文献
90.
Benjamin Dotger Sharon Dotger Joanna Masingila Jeffrey Rozelle Mary Bearkland Ashley Binnert 《Research in Science Education》2018,48(3):637-661
Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students’ understanding of “survival of the fittest” and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs’ instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning. 相似文献