全文获取类型
收费全文 | 828篇 |
免费 | 30篇 |
专业分类
教育 | 649篇 |
科学研究 | 29篇 |
各国文化 | 13篇 |
体育 | 93篇 |
文化理论 | 3篇 |
信息传播 | 71篇 |
出版年
2023年 | 9篇 |
2022年 | 4篇 |
2021年 | 11篇 |
2020年 | 24篇 |
2019年 | 30篇 |
2018年 | 38篇 |
2017年 | 40篇 |
2016年 | 39篇 |
2015年 | 25篇 |
2014年 | 24篇 |
2013年 | 196篇 |
2012年 | 16篇 |
2011年 | 21篇 |
2010年 | 14篇 |
2009年 | 13篇 |
2008年 | 19篇 |
2007年 | 15篇 |
2006年 | 19篇 |
2005年 | 13篇 |
2004年 | 18篇 |
2003年 | 12篇 |
2002年 | 13篇 |
2001年 | 16篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 8篇 |
1997年 | 14篇 |
1996年 | 10篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 8篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 5篇 |
1988年 | 10篇 |
1987年 | 16篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1978年 | 5篇 |
1974年 | 4篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1969年 | 5篇 |
1966年 | 3篇 |
排序方式: 共有858条查询结果,搜索用时 31 毫秒
821.
822.
David W. Chapman Audrey Schuh Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(4):547-565
What insights and generalisations can be drawn from looking across the work of multiple governmental and non-governmental
organisations aimed at supporting basic education in low and medium income countries? To address this question, this study
analysed findings of nine evaluation meta-studies completed by international assistance organisations, each of which was examining
the effectiveness of their work in basic education over a multi-year period. The value of the underlying project activities
reviewed in these evaluations represents $6–$6–8 billion. Studies analysed with respect to (a) the criteria each used to judge
success of their underlying projects, (b) the extent to which these studies focused on outcomes and impacts, (c) the extent
to which projects were judged sustainable, (d) the adequacy of the project-level evaluations being reviewed, (e) what the
underlying projects accomplished, (f) weaknesses identified in underlying project designs and (g) cost. A major weakness identified
in almost all of the meta-studies reviewed was the paucity of evidence regarding the impact of the project activities in promoting
student learning outcomes. 相似文献
823.
Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010 相似文献
824.
In four experiments, rats were trained on different patterning discriminations before being tested with compounds composed of novel combinations of the trained stimuli. In Experiment 1, rats were trained on a negative-patterning schedule (A+ B+ AB-) intermixed with reinforced presentations of a second compound (CD+). On a subsequent test, the rats responded more to two novel compounds, AC and BD, than to A and B, but less than to CD. In Experiment 2, rats were trained on two concurrent negative-patterning discriminations (A+ B+ AB-, C+ D+ CD-). On test, they responded more to AC and BD than to AB and CD, but less than to the single stimuli. In Experiment 3, rats were trained on two concurrent positive-patterning discriminations (A-B- AB+, C- D- CD+). On test, their response rates to AC and BD were not different from the response rates to the trained compounds (AB and CD). Finally, in Experiment 4, rats were trained on a positive- and negative-patterning discrimination concurrently. Once again, on test, response rates to AC and BD were not different from responding on reinforced trials of the trained discriminations (A+, B+, and CD+). We discuss the implications of these findings for elemental and configural models of stimulus representation. 相似文献
825.
826.
Ginger A. Moore Ashley L. Hill-Soderlund Cathi B. Propper Susan D. Calkins W. Roger. Mills-Koonce and Martha J. Cox 《Child development》2009,80(1):209-223
Parents' physiological regulation may support infants' regulation. Mothers ( N = 152) and 6-month-old male and female infants were observed in normal and disrupted social interaction. Affect was coded at 1-s intervals and vagal tone measured as respiratory sinus arrhythmia (RSA). Maternal sensitivity was assessed in free play. Mothers and infants showed opposite patterns of RSA change. During disrupted interaction, mothers' RSA increased and infants' decreased, suggesting self-regulation of distress. During reunion, although the typical pattern was for infants to return to baseline levels, infants of sensitive mothers and sensitive mothers both showed a significant decrease in RSA from baseline. Mothers' and infants' physiological responses may be a function of mutual responsiveness. 相似文献
827.
828.
This study investigates user preferences for reference and technical support, services, and facilities featured in an academic library and Learning Commons through a 23-item questionnaire distributed to building entrants during one 24-hour period on March 14, 2006. Results revealed a strong preference for face-to-face assistance (including roving), suggested enhancements, and documented user demographics. 相似文献
829.
This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibility' and 'flexibility', independence and dependency, and the public and the private. Substantively, these things can be studied through the 'intergenerational transfer' of 'assets' of various kinds within kin networks. On this basis, the paper argues for a shift away from a narrower focus upon parents that has been the basis for some recent useful and relevant work on educational decision-making in sociology of education in the UK. These issues about decision-making are related to the developing debate around Rational Action Theory and culturalist vs structural approaches. It is suggested that recent work in the areas of stratification and class formation theory would prove of value to these, and other, concerns in the sociology of education. 相似文献
830.