全文获取类型
收费全文 | 380篇 |
免费 | 15篇 |
专业分类
教育 | 262篇 |
科学研究 | 30篇 |
各国文化 | 12篇 |
体育 | 24篇 |
文化理论 | 10篇 |
信息传播 | 57篇 |
出版年
2022年 | 9篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 9篇 |
2018年 | 21篇 |
2017年 | 14篇 |
2016年 | 13篇 |
2015年 | 13篇 |
2014年 | 12篇 |
2013年 | 71篇 |
2012年 | 12篇 |
2011年 | 16篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 7篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 9篇 |
1998年 | 18篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 15篇 |
1994年 | 3篇 |
1993年 | 5篇 |
1992年 | 11篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 6篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1979年 | 3篇 |
1976年 | 3篇 |
1973年 | 2篇 |
1932年 | 1篇 |
1924年 | 1篇 |
1920年 | 1篇 |
1867年 | 2篇 |
1833年 | 2篇 |
1830年 | 1篇 |
排序方式: 共有395条查询结果,搜索用时 46 毫秒
81.
The scope of the present study was first to evaluate the cross‐cultural reliability and validity of the Social Emotional Questionnaire (SEQ) and second to estimate and compare the prevalence rates of childhood developmental and psychiatric disorders in the general population of young children in the Netherlands and Greece. To this end, the caregivers of 1748 Dutch and 384 Greek 4–12‐year‐old children from the general population completed the SEQ. The number of children displaying symptoms of childhood developmental disorders was estimated by applying the Diagnostic and Statistical Manual of Mental Disorders‐IV criteria of symptom occurrence. Results showed that the reliability and the construct validity of the SEQ were acceptable in both countries and for all the age‐groups of children. Concerning the prevalence, the Greek children were found to display overall significantly more symptoms of developmental disorders than the Dutch children. However, when the number of children suffering from psychiatric symptoms in the clinical range was estimated using the clinical criteria provided by categorical classification systems, no statistical significant differences emerged between the two countries. This finding suggests that when the criterion of clinical impairment is applied in diagnostic procedures, the number of children suffering from severe psychiatric disorders is about equal in the two countries. The implications of the study are discussed. 相似文献
82.
Wilbur Jones Kay President Warren C. Shaw Secretary‐Treasurer 《Quarterly Journal of Speech》2013,99(1):92-93
THE LEGISLATIVE STRUGGLE. By Bertram M. Gross. New York: McGraw‐Hill Book Co., 1953; pp. xviii+472. $6.50. MASON'S MANUAL OF LEGISLATIVE PROCEDURE. By Paul Mason. New York: McGraw‐Hill Book Co., 1953; pp. 640. $6.50. I AM HAPPY TO PRESENT. By Guy R. Lyle and Kevin Guinagh. New York: The H. W. Wilson Company, 1953; pp. 265. $3.00. THE MIRACLE OF LANGUAGE. By Charlton Laird. New York: The World Publishing Co., 1953; pp. xii+308. $4.00. PHONETICS IN ANCIENT INDIA. By W. S. Allen. London Oriental Series, Volume 1. London: Oxford University Press, 1953; pp. x+96. $3.00. SUPERVISING PEOPLE. By George D. Halsey. (Revised edition). New York: Harper &; Brothers, 1953; pp. 238. $3.00. COMMUNICATION IN MANAGEMENT. By Charles E. Redfield. Chicago: The University of Chicago Press, 1953; pp. xvi+290. $3.75. ADULT EDUCATION, THE COMMUNITY APPROACH. By Paul H. Sheats, Clarence D. Jayne, and Ralph B. Spence. New York: Dryden Press; pp. xiii+530. $5.75. THE ART OF EFFECTIVE TEACHING. By C. B. Eavey. Grand Rapids: Zondervan Publishing House, pp. 298. $3.75. HOW TO BECOME A BETTER READER. By Paul Witty. Chicago: Science Research Associates, Inc., 1953; pp. viii+304. $5.00. READING ALOUD. By Wayland Maxfield Parrish. (Third Edition). New York: The Ronald Press Company, 1953; pp. iv+572. $4.25. TIME FOR TRUE TALES AND ALMOST TRUE. By May Hill Arbuthnot. New York: Scott, Foresman and Co., 1953; pp. 396. $3.50. THE COLLECTED PLAYS OF W. B. YEATS. By W. B. Yeats. New York: The Macmillan Company, 1953; pp. 446. $5.00. THE AUTOBIOGRAPHY OF WILLIAM BUTLER YEATS. New York: The Macmillan Company, 1953; pp. 344. $5.00. TILBURY TOWN: SELECTED POEMS OF EDWIN ARLINGTON ROBINSON. By Lawrence Thompson. New York: The Macmillan Company, 1953; pp. xvi+144. $3.50. THESE THAT I HAVE LOVED. AN ANTHOLOGY OF LIVING POETRY AND PROSE. By Mildred Welker Hufstater. New York: Pageant Press, 1953; pp. xiv+112. $3.00. LITERARY MASTERPIECES OF THE WESTERN WORLD. Edited by Francis H. Horn. Baltimore: Johns Hopkins Press, 1953: pp. xix+255. $3.50. 相似文献
83.
84.
Angela Shaw 《Research in Science & Technological Education》2013,31(2):239-240
This paper describes an investigation in Korea of the extent to which a new general science curriculum, reflecting a constructivist view, has influenced the classroom learning environment in grade 10 science. The Constructivist Learning Environment Survey (CLES) was selected for the investigation and translated into Korean. Other objectives of this study were to determine whether the Korean version of the CLES is valid and reliable, differences between students’ perceptions of their actual and preferred learning environment and associations between students’ perceptions of the constructivist learning environment and their attitude to science. The Korean‐language version of the CLES was found to be valid and reliable and grade 10 students did perceive a more constructivist learning environment than grade 11 students who had not been exposed to the new curriculum. This suggested that efforts of curriculum reform had produced some positive effects. Students tended to prefer a more positive environment than what was perceived to be present and statistically significant relationships were found between classroom environment and student attitudes. These relationships suggest that favourable student attitudes could be promoted in classes where students perceive more personal relevance, share control with their teachers and negotiate their learning. 相似文献
85.
This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations. 相似文献
86.
In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems. 相似文献
87.
88.
89.
ABSTRACT
Background and context
Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. 相似文献90.
This paper reports on a survey of how Australian undergraduate students perceive the benefits of broad study modes: face‐to‐face classes, web‐based study, and print‐based study. Two benefit types were identified through factor analysis: engagement and functionality. Respondents rated face‐to‐face classes highest on engagement and print‐based study highest on functionality. However, they distinguished only marginally between the engagement and functionality benefits of print‐based and web‐based study. Two variables associated with differences in students’ perceptions of study modes were attendance mode and student tenure. The findings raise questions about the learning and marketing rationales for offering web‐based delivery of educational programmes at the expense of both the traditional face‐to‐face experience and the traditional “distance” experience in Australia using print materials. 相似文献