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Beate W. Hygen Jay Belsky Frode Stenseng Vera Skalicka Marianne N. Kvande Tonje Zahl-Thanem Lars Wichstrøm 《Child development》2020,91(3):861-875
Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Results revealed that greater social competence at both 8 and 10 years predicted less gaming 2 years later and that more age-10 gaming predicted less social competence at age 12 but only among girls. 相似文献
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Tania M. Schusler Marianne E. Krasny Scott J. Peters Daniel J. Decker 《Environmental Education Research》2009,15(1):111-127
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged youth in action addressing a range of environmental issues in varied programmatic and community contexts in the US, expressed multifaceted aims motivating their educational practice. Interpretation of practitioners’ stories with respect to their purposes and perceptions of success contributed to a conceptual framework relating environmental action to the development of citizens and sustainable communities. Whereas others have described the stages and learning outcomes of environmental action, this inquiry illustrates the potential of environmental action for concurrently realizing individual and community level impacts. 相似文献
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Marianne Fenech Naomi Sweller Linda Harrison 《International Journal of Early Years Education》2010,18(4):283-296
Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research. 相似文献
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The nature of science (NOS) is a primary goal in school science. Most teachers are not well-prepared for teaching NOS, but a sophisticated and in-depth understanding of NOS is necessary for effective teaching. Some authors emphasize the need for teaching NOS in context. Species, a central concept in biology, is proposed in this article as a concrete example of a means for achieving increased understanding of NOS. Although species are commonly presented in textbooks as fixed entities with a single definition, the concept of species is a highly discussed one in the science and the philosophy of biology. A multitude of species concepts exist, reflecting both the views and interests of researchers and their utility in different organism groups. The present study serves to address the following questions: How do textbooks in Norwegian primary and lower secondary schools present the concept of species? Can inquiries into the concept of “species” serve to highlight aspects of NOS? A review of the available literature on species and species concepts in school is also performed. In the schoolbooks, the biological species concept is commonly used as the main definition, whereas the morphological species concept is represented by additional remarks of similarity. The potential and pitfalls of using the species concept for teaching NOS are discussed, with NOS being discussed both as a family resemblance concept and as a consensus list. Teacher education is proposed as a starting point for inducing a more sophisticated view of biology into schools. 相似文献
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The use of university-industry collaboration in the innovation process is viewed as a major driver of firm competitiveness. The organizational dynamics underlying successful external relationships, however, remain poorly understood. Using longitudinal case studies of 15 innovation projects, we examine how firms with varying degrees of experience in collaborating with universities and public research organizations rely on different social capital dimensions to achieve successful collaborations. We find that experienced firms establish external collaborations on the basis of cognitive social capital, but this basis is reinforced by relational social capital over time. Conversely, less experienced firms initially base their university collaborations on relational social capital, which is reinforced by cognitive social capital over time. Based on these findings, we theorize on the interplay of different dimensions of social capital in university-industry collaborations over time. Our study has important implications for the management of collaborative innovation projects. In particular, it provides guidance to enable less experienced firms to develop successful collaborations with university partners. 相似文献
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Marianne Dickie 《高等教育研究与发展》2019,38(2):428-430
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The way children's cognitive states affect how they function in digital interfaces is examined through articles published between 1989 and 2010. Children have developmental limitations, such as underdeveloped motor skills, difficulties with spelling, and trouble understanding hierarchies, classification schemes, and metadata, that make it difficult for them to find information, and challenging for adult designers to accommodate their needs. From icons to metadata to hierarchies, the best research in designing digital resources for children, (OPACs such as Pejtersen's Book House, online public libraries such as the Internet Public Library, and online collections of books such as the International Children's Digital Library), places the child user at the center, and takes an interdisciplinary and intergenerational approach. The literature indicates that research in designing for children is valuable, not only because it seeks to improve children's experience with digital resources, but also because such research translates to other marginalized users and special needs populations. 相似文献
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