全文获取类型
收费全文 | 3382篇 |
免费 | 50篇 |
国内免费 | 2篇 |
专业分类
教育 | 2484篇 |
科学研究 | 191篇 |
各国文化 | 35篇 |
体育 | 489篇 |
文化理论 | 78篇 |
信息传播 | 157篇 |
出版年
2023年 | 35篇 |
2022年 | 48篇 |
2021年 | 78篇 |
2020年 | 133篇 |
2019年 | 199篇 |
2018年 | 254篇 |
2017年 | 259篇 |
2016年 | 189篇 |
2015年 | 138篇 |
2014年 | 124篇 |
2013年 | 742篇 |
2012年 | 145篇 |
2011年 | 89篇 |
2010年 | 95篇 |
2009年 | 78篇 |
2008年 | 75篇 |
2007年 | 60篇 |
2006年 | 73篇 |
2005年 | 47篇 |
2004年 | 35篇 |
2003年 | 47篇 |
2002年 | 30篇 |
2001年 | 28篇 |
2000年 | 26篇 |
1999年 | 25篇 |
1998年 | 25篇 |
1997年 | 17篇 |
1996年 | 29篇 |
1995年 | 22篇 |
1994年 | 24篇 |
1993年 | 19篇 |
1992年 | 13篇 |
1991年 | 14篇 |
1990年 | 15篇 |
1989年 | 20篇 |
1988年 | 19篇 |
1987年 | 14篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 9篇 |
1983年 | 8篇 |
1982年 | 10篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1979年 | 9篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1976年 | 7篇 |
1975年 | 8篇 |
1974年 | 7篇 |
排序方式: 共有3434条查询结果,搜索用时 15 毫秒
991.
992.
Career theorists emphasize the importance of the development of career maturity in adolescents if they are to successfully negotiate the school-to-work transition. Transitions of deaf and hard of hearing adolescents may be especially problematic. The authors examine the implications of current labor market trends for young people, in particular those with hearing loss, and review data on employment outcomes for deaf and hard of hearing people. They discuss the environmental and attitudinal barriers that can influence the career outcomes of this population, consider the impact of hearing loss on adolescents' career maturity, and review the studies on this topic in the literature. The article focuses on the experiences of students with significant hearing loss who are educated in regular classes with the support of itinerant teachers, who communicate orally, and who may be defined as hard of hearing. Recommendations for research and practice are provided. 相似文献
993.
Alexandra Valencia-Peris José Devís-Devís Carmen Peiró-Velert 《Cultura y Educación》2016,28(2):301-327
This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys. 相似文献
994.
For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students. 相似文献
995.
This article examines the school choices of families who have recently experienced downward mobility during the economic crisis in Spain. Based on semi-structured interviews we analyse the educational strategies of the families in a Bourdieusian framework, focusing on how they cope with the loss of their perceived social status. Prior to the crisis, these families of working-class origin improved their social position as a result of their success in economic capital accumulation with a humble increase in social and cultural capital. Our research suggests that the concerns of families confronted with downward social mobility are manifested in tensions related to their school choice in terms of their strategies of resistance and negotiation with regards to the ownership, social composition and corresponding perceived quality of the school. School can symbolically represent the last resort, an indispensable investment in one’s own future and that of the next generation. 相似文献
996.
Patricia L. Hardré Ching-Huei Chen Su-Hua Huang Chen-Ting Chiang Fen-Lan Jen Leslie Warden 《Asia Pacific Journal of Education》2006,26(2):189-207
The purpose of this research is to investigate predictive relationships among student characteristics that influence motivation for learning and achievement. A non-Western sample was chosen to test the generalisability of findings outside the Western cultural and social models. The participants were 6,539 students from 14 public high schools distributed across the western half of Taiwan. They were from three grade levels, and were balanced in gender. Correlations, analysis of variance, and multiple regression analyses were conducted. Individual differences predicted classroom perceptions, and perceptions predicted motivation, as did goal structures and group differences. Findings can inform educational policy, as well as teacher professional development and practice. 相似文献
997.
Robert M. Gagné 《Instructional Science》1988,17(4):387-390
This paper and the three which follow it, by Dijkstra, Klauer and Tennyson, are based upon a 1987 symposium of the American Educational Research Association: Metalearning theories and instructional design. This paper discusses the other three papers by posing the question “Are there any thinking skills?”, then considering points that need to be taken into account in arriving at a reasonable answer to this question. It concludes “There is thinking, and there are skills. But-are there any thinking skills?”. 相似文献
998.
Sign language and the brain: a review 总被引:1,自引:0,他引:1
How are signed languages processed by the brain? This review briefly outlines some basic principles of brain structure and function and the methodological principles and techniques that have been used to investigate this question. We then summarize a number of different studies exploring brain activity associated with sign language processing especially as compared to speech processing. We focus on lateralization: is signed language lateralized to the left hemisphere (LH) of native signers, just as spoken language is lateralized to the LH of native speakers, or could sign processing involve the right hemisphere to a greater extent than speech processing? Experiments that have addressed this question are described, and some problems in obtaining a clear answer are outlined. 相似文献
999.
Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
1000.
Gender violence in schools in the developing world 总被引:1,自引:0,他引:1
This paper explores gender violence in schools in what is commonly known as the ‘developing world’ through a review of recent research written in English. Violence in the school setting has only recently emerged as a widespread and serious phenomenon in these countries, with the consequence that our knowledge and understanding of it is embryonic; much of it remains invisible or unrecognized. Informed by research from elsewhere, we use theories of gender/sexual relations to provide a more coherent understanding of the issues, to point to absences and open up spaces for further research with the potential to contribute to strategies through which it might be addressed. We start by clarifying the purposes and the broad position adopted in writing this paper. Then, we trace the conceptual connections between gender/sexual relations and gender violence in schools, acknowledging the importance of locating understanding of the phenomena within the context of the school’s culture, its structures and processes. We organize the review using two overlapping categories: implicit gender violence, which relates to the everyday institutional structures and practices, and explicit gender violence, which relates to more overtly sexualized encounters. Both categories cover gender violence perpetrated by students on other students, by teachers on students, and by students on teachers. In the final section, the theoretical connections (and distinctions) generated by the research allow for a critical overview of the strategies that have been used to address the problem to date. 相似文献