全文获取类型
收费全文 | 3212篇 |
免费 | 87篇 |
国内免费 | 1篇 |
专业分类
教育 | 2608篇 |
科学研究 | 56篇 |
各国文化 | 62篇 |
体育 | 181篇 |
综合类 | 3篇 |
文化理论 | 15篇 |
信息传播 | 375篇 |
出版年
2023年 | 16篇 |
2022年 | 37篇 |
2021年 | 40篇 |
2020年 | 85篇 |
2019年 | 138篇 |
2018年 | 164篇 |
2017年 | 199篇 |
2016年 | 180篇 |
2015年 | 101篇 |
2014年 | 148篇 |
2013年 | 795篇 |
2012年 | 115篇 |
2011年 | 123篇 |
2010年 | 88篇 |
2009年 | 98篇 |
2008年 | 108篇 |
2007年 | 88篇 |
2006年 | 75篇 |
2005年 | 56篇 |
2004年 | 54篇 |
2003年 | 71篇 |
2002年 | 67篇 |
2001年 | 34篇 |
2000年 | 57篇 |
1999年 | 29篇 |
1998年 | 25篇 |
1997年 | 24篇 |
1996年 | 29篇 |
1995年 | 26篇 |
1994年 | 26篇 |
1993年 | 14篇 |
1992年 | 17篇 |
1991年 | 20篇 |
1990年 | 12篇 |
1989年 | 13篇 |
1988年 | 11篇 |
1987年 | 8篇 |
1986年 | 6篇 |
1985年 | 11篇 |
1984年 | 12篇 |
1983年 | 5篇 |
1982年 | 12篇 |
1981年 | 11篇 |
1980年 | 8篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1975年 | 5篇 |
1974年 | 6篇 |
1973年 | 4篇 |
1968年 | 5篇 |
排序方式: 共有3300条查询结果,搜索用时 515 毫秒
51.
Research suggests growth mindset, or the belief that knowledge is acquired through effort, may enhance women’s sense of belonging in male-dominated disciplines, like computing. However, other research indicates women who spend a great deal of time and energy in technical fields experience a low sense of belonging. The current study assessed the benefits of a growth mindset on women’s (and men’s) sense of intellectual belonging in computing, accounting for the amount of time and effort dedicated to academics. We define “intellectual belonging” as the sense that one is believed to be a competent member of the community. Whereas a stronger growth mindset was associated with stronger intellectual belonging for men, a growth mindset only boosted women’s intellectual belonging when they did not work hard on academics. Our findings suggest, paradoxically, women may not benefit from a growth mindset in computing when they exert a lot of effort. 相似文献
52.
Adolescent mothers and their very young children are a high‐risk group, physically, emotionally and socially. These very young parents present special challenges to the early childhood educator, who must often deal with the simultaneous demands created by an immature adolescent and the needs of her child for responsible parenting. Social isolation, lack of education, inexperience, and un‐met needs to play further complicate the lives of teen parents, and of educators who attempt to teach them parenting skills.
Recognising the adolescent needs of very young parents and building a parent education program based on concrete, playful experiences with plentiful opportunities to interact with peers seem to be keys to successful intervention. In this presentation we will look at the special characteristics of adolescent parents and review a series of field‐tested hands‐on parent education workshops for them. 相似文献
53.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
54.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
55.
56.
57.
58.
Jennifer Sumsion 《International Journal of Early Years Education》2003,11(2):141-154
What enables some early childhood educators to sustain their commitment to a career in children's services despite multiple adverse conditions that lead to high rates of attrition from the field? The case study documented in this article seeks to address this question by identifying influences contributing to the resilience of an Australian early childhood educator. The findings highlight the importance of personal qualities, contextual features, and the interplay between the personal and the contextual. I conclude by suggesting that fostering resilience could contribute to efforts to address the escalating staffing shortfall in children's services in Australia and internationally. Qu'est-ce qui permet quelques e´ducateurs de la premie ¤ re enfance de soutenir leur engagement a ¤ une carrie ¤ re dans le service des enfants en de´pit des conditions contraires divers qui menent aux hauts taux d'attrition dans ce champ? L'e´tude de cas documente´e dans cet article cherche a ¤ adresser cette question en identifiant des influences contribuant a ¤ la re´sistance demontre´e par un e´ducateur Australien de la petite enfance. Les de´couvertes soulignent l'importance des qualite´s personnelles, les caracte´ristiques contextuelles, et l'interaction entre ce qui est personnel et ce qui constitue le contexte. Je conclus en sugge´rant que la stimulation de cette re´sistance pourrait contribuer aux efforts qui abordent une manque croissante de personnel dans les services des enfants dans l'Australie et dans le cadre international. Que´ permite a algunos educadores de la primera infancia a sostener su compromiso a una carrera de servicios para nin ¨ os a pesar de variadas condiciones adversas que llevan a altas tasas de desgaste de personal en este campo? El caso documentado en este art L ´culo procura contestar esta pregunta identificando las influencias que contribuyen a la resistencia de un educador de la primera infancia australiano. Las conclusiones destacan la importancia de las caracter L ´sticas personales y contextuales y de la interaccio´n entre lo personal y lo contextual. Concluyo sugiriendo que al fomentar la resistencia se podr L ´a contribuir a los esfuerzos que se hacen para solucionar el de´ficit creciente de personal en los servicios para nin ¨ os en Australia y en el plano internacional. 相似文献
59.
ABSTRACT: The aim of this article is to reclaim social class as a central concern within education, not in the traditional sense as a dimension of educational stratification, but as a powerful and vital aspect of both learner and wider social identities. Drawing on historical and present evidence, a case is made that social inequalities arising from social class have never been adequately addressed within schooling. Recent qualitative research is used to indicate some of the ways in which class is lived in classrooms. The article also raises concerns about the ability of the education system to positively address social class in the classroom when contemporary initial teacher training rarely engages with it as a relevant concern within schooling. 相似文献
60.