全文获取类型
收费全文 | 1026篇 |
免费 | 41篇 |
国内免费 | 1篇 |
专业分类
教育 | 848篇 |
科学研究 | 24篇 |
各国文化 | 12篇 |
体育 | 38篇 |
文化理论 | 4篇 |
信息传播 | 142篇 |
出版年
2023年 | 9篇 |
2022年 | 9篇 |
2021年 | 21篇 |
2020年 | 25篇 |
2019年 | 44篇 |
2018年 | 48篇 |
2017年 | 60篇 |
2016年 | 66篇 |
2015年 | 44篇 |
2014年 | 58篇 |
2013年 | 235篇 |
2012年 | 38篇 |
2011年 | 53篇 |
2010年 | 36篇 |
2009年 | 32篇 |
2008年 | 33篇 |
2007年 | 45篇 |
2006年 | 28篇 |
2005年 | 22篇 |
2004年 | 23篇 |
2003年 | 20篇 |
2002年 | 13篇 |
2001年 | 12篇 |
2000年 | 11篇 |
1999年 | 8篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1945年 | 1篇 |
1934年 | 1篇 |
1931年 | 1篇 |
1927年 | 3篇 |
1922年 | 1篇 |
1833年 | 1篇 |
排序方式: 共有1068条查询结果,搜索用时 153 毫秒
961.
Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect
the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research
shows that the implementation of environmental education in primary schools is problematic and has had limited success. However,
the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective
implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about
environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of
environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge
and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education
goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and
beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland
primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental
education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring
to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental
literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved
within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals
of environmental education, namely the production of an informed, committed and active citizenry. 相似文献
962.
Judith?A.?MorrisonEmail author Amy?Roth McDuffie Valarie?L.?Akerson 《International Journal of Science and Mathematics Education》2005,3(3):379-406
Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a
design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a
performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these
preservice teachers improved in their understanding of assessment as a formative process as well as their science content
understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance
assessment tasks in an authentic context in order to understand the full potential and value of the task. 相似文献
963.
Romano AM 《The Journal of perinatal education》2007,16(4):70-74
In this column, the author summarizes four research studies relevant to normal birth. The topics of the studies include the clinical and behavioral benefits of skin-to-skin contact after birth; the effect of a group model of prenatal care on preterm birth risk and breastfeeding success; the harmful effects of a brief interval of electronic fetal monitoring at hospital admission; and barriers to access to midwifery care. 相似文献
964.
Mother- and father-reported reactions to children's negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5- to 6-year-olds) and friendship quality (Study 2, N = 49, 3- to 5-year-olds). Mothers' and fathers' supportive reactions together contributed to greater child-friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to better understanding of emotions and less intense conflict with friends (for boys only). When one parent reported high support, however, greater support by the other parent was associated with less optimal functioning on these outcomes. Results partially support the notion that children benefit when parents differ in their reactions to children's emotions. 相似文献
965.
This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development. 相似文献
966.
Objective
In a rural area of the US state of Texas, in April 2008, the Texas Department of Family and Protective Services (DFPS) responded to evidence of widespread child abuse in an isolated religious compound by removing 463 individuals into state custody. This mass child protection intervention is the largest such action that has ever occurred in the United States. The objective of this paper is to characterize the burdens placed on the area's community resources, healthcare providers, and legal system, the limitations encountered by the forensic and public health professionals, and how these might be minimized in future large-scale child protection interventions.Methods
Drawing on publicly available information, this article describes the child abuse investigation, legal outcomes, experiences of pediatric healthcare providers directly affected by the mass removal, and the roles of regional child abuse pediatric specialists.Results
Because the compound's residents refused to cooperate with the investigation and the population of the compound was eight times higher than expected, law enforcement and child protection resources were insufficient to conduct standard child abuse investigations. Local medical and public health resources were also quickly overwhelmed. Consulting child abuse pediatricians were asked to recommend laboratory and radiologic studies that could assist in identifying signs of child abuse, but the lack of cooperation from patients and parents, inadequate medical histories, and limited physical examinations precluded full implementation of the recommendations.Conclusions
Although most children in danger of abuse were removed from the high-risk environment for several months and some suspected abusers were found guilty in criminal trials, the overall success of the child protection intervention was reduced by the limitations imposed by insufficient resources and lack of cooperation from the compound's residents.Practice implications
Recommendations for community and child abuse pediatricians who may become involved in future large child-protection interventions are presented. 相似文献967.
M. Gail Jones Grant Gardner Amy R. Taylor Eric Wiebe Jennifer Forrester 《Research in Science Education》2011,41(3):357-368
This study explored factors that contribute to students’ concepts of magnification and scale. Spatial visualization, logical
thinking, and concepts of magnification and scale were measured for 46 middle school students. Scores on the Zoom Assessment (an assessment of knowledge of magnification and scale) were correlated with the Test of Logical Thinking (TOLT) and a series of four spatial visualization tests. Results showed that the TOLT was significantly correlated with the
Zoom Assessment. There was also a significant correlation between the TOLT and spatial visualization assessments MV1 (Shape Memory), MV2 (Building Memory), the Storage Test, and the Surface Development Test. The implications of this study for further research are discussed. 相似文献
968.
Laura Padilla-Gonzalez Amy Scott Metcalfe Jesús F. Galaz-Fontes Donald Fisher Iain Snee 《Compare》2011,41(5):649-668
The present study addresses gender gaps in North American research productivity, which may be influenced by personal and family variables, as well as professional and work-related variables. The study was conducted as part of the Changing Academic Profession (CAP) International Survey, conducted in 2007–08. Using articles as indicator of research productivity, we analyzed the gender gap in publication rates among full-time higher education faculty in our combined sample (Canada, Mexico, and the United States). This analysis has implications for higher education policy. In terms of research productivity, the relative productivity rates of male and female academics have been a policy priority for many years to increase the cumulative rates of research activity. We found that the variables related to research intensity varied by country, providing a more nuanced understanding of the gender gap between male and female faculty. 相似文献
969.
Peter A. Weldon Jevdet Rexhepi ChenWei Chang Lauren Jones Lucas Arribas Layton Amy Liu 《Compare》2011,41(1):5-24
In this study, faculty at institutions of higher education in Southern California were surveyed to determine the ways they interpret the effects of globalization dynamics upon their various teaching and research activities. Faculty in the state’s three higher education tiers spoke positively about the intellectual benefits to be gained by exposure to different worldviews made possible by an increasingly diverse faculty and student body. Divisions were noted among the different tiers, however, with respect to their disparate levels of engagement with the private sector. The private sector was seen as having a negative impact upon the public sector’s research agenda while simultaneously being embraced by faculty at the community colleges. Faculty at the research institutions were typically critical of the overarching neoliberal paradigm and spoke in political terms about the ways this largely economic‐efficiency model was reorienting their teaching and research roles. 相似文献
970.
The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered. 相似文献