全文获取类型
收费全文 | 649篇 |
免费 | 10篇 |
专业分类
教育 | 518篇 |
科学研究 | 19篇 |
各国文化 | 8篇 |
体育 | 33篇 |
文化理论 | 11篇 |
信息传播 | 70篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 11篇 |
2019年 | 21篇 |
2018年 | 21篇 |
2017年 | 24篇 |
2016年 | 29篇 |
2015年 | 13篇 |
2014年 | 29篇 |
2013年 | 140篇 |
2012年 | 14篇 |
2011年 | 10篇 |
2010年 | 16篇 |
2009年 | 10篇 |
2008年 | 11篇 |
2007年 | 14篇 |
2006年 | 18篇 |
2005年 | 14篇 |
2004年 | 14篇 |
2003年 | 14篇 |
2002年 | 15篇 |
2001年 | 9篇 |
2000年 | 11篇 |
1999年 | 16篇 |
1998年 | 6篇 |
1997年 | 11篇 |
1996年 | 13篇 |
1995年 | 9篇 |
1994年 | 12篇 |
1993年 | 10篇 |
1992年 | 11篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 4篇 |
1987年 | 8篇 |
1985年 | 9篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1975年 | 2篇 |
1964年 | 1篇 |
1958年 | 1篇 |
1931年 | 1篇 |
排序方式: 共有659条查询结果,搜索用时 15 毫秒
101.
102.
Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes 下载免费PDF全文
Joyce J. Endendijk Marleen G. Groeneveld Lotte D. van der Pol Sheila R. van Berkel Elizabeth T. Hallers‐Haalboom Marian J. Bakermans‐Kranenburg Judi Mesman 《Child development》2017,88(1):299-316
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression. 相似文献
103.
Diana Glenn Fay Patel Salah Kutieleh Jane Robbins Heather Smigiel Alan Wilson 《高等教育研究与发展》2012,31(2):201-215
Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies. 相似文献
104.
105.
Children's confidence in their own knowledge may influence their willingness to learn novel information from others. Twenty-four-month-old children's (N = 160) willingness to learn novel labels for either familiar or novel objects from an adult speaker was tested in 1 of 5 conditions: accurate, inaccurate, knowledgeable, ignorant, or uninformative. Children were willing to learn a second label for an object from a reliable informant in the accurate, knowledgeable, and uninformative conditions; children were less willing to apply a novel label to a familiar object if the speaker previously was inaccurate or had expressed ignorance. However, when the objects were novel, children were willing to learn the label regardless of the speaker's knowledge level. 相似文献
106.
Brook E. Sawyer Laura M. Justice Ying Guo Jessica A.R. Logan Stephen A. Petrill Katherine Glenn‐Applegate Joan N. Kaderavek Jill M. Pentimonti 《Journal of Research in Reading》2014,37(1):65-83
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development. 相似文献
107.
108.
109.
110.
Theory and past research argue for the importance of understanding the effect of various campaign communication forms (e.g., newspapers, television news, radio, debates, candidate advertising, and personal discussions) on levels of issue knowledge (IK). This study used a meta-analytic approach to examine how well these forms predict IK. The aggregate analysis indicates that any of these forms can affect IK but that the different forms are not equally successful. Findings also indicate that the level of campaign interest moderates the effect of reading newspapers and watching television news and that those who watch debates in years with incumbents are less likely to learn. In addition, studies of newspapers are less likely to find significant effects in recent years, even though the issue content of newspapers has increased. The findings also suggest that television news is more likely to influence IK when levels of issue content are greater. These data indicate that measures of media use and IK can systematically influence the study results. Several conclusions are drawn from the research in the hopes of moving toward a theoretical model of communication forms and the attainment of IK. 相似文献