全文获取类型
收费全文 | 1993篇 |
免费 | 59篇 |
国内免费 | 4篇 |
专业分类
教育 | 1637篇 |
科学研究 | 43篇 |
各国文化 | 29篇 |
体育 | 93篇 |
文化理论 | 11篇 |
信息传播 | 243篇 |
出版年
2023年 | 8篇 |
2022年 | 9篇 |
2021年 | 27篇 |
2020年 | 40篇 |
2019年 | 71篇 |
2018年 | 91篇 |
2017年 | 81篇 |
2016年 | 82篇 |
2015年 | 68篇 |
2014年 | 68篇 |
2013年 | 472篇 |
2012年 | 61篇 |
2011年 | 69篇 |
2010年 | 50篇 |
2009年 | 52篇 |
2008年 | 57篇 |
2007年 | 72篇 |
2006年 | 60篇 |
2005年 | 52篇 |
2004年 | 35篇 |
2003年 | 43篇 |
2002年 | 50篇 |
2001年 | 25篇 |
2000年 | 27篇 |
1999年 | 26篇 |
1998年 | 24篇 |
1997年 | 30篇 |
1996年 | 30篇 |
1995年 | 21篇 |
1994年 | 26篇 |
1993年 | 35篇 |
1992年 | 20篇 |
1991年 | 16篇 |
1990年 | 20篇 |
1989年 | 16篇 |
1988年 | 7篇 |
1987年 | 10篇 |
1986年 | 16篇 |
1985年 | 16篇 |
1984年 | 9篇 |
1983年 | 7篇 |
1982年 | 7篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 8篇 |
1977年 | 6篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1966年 | 2篇 |
排序方式: 共有2056条查询结果,搜索用时 15 毫秒
1.
Adrienne O. Wente Mariel K. Goddu Teresa Garcia Elyanah Posner María Fernández Flecha Alison Gopnik 《Child development》2020,91(4):1166-1182
Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age. 相似文献
2.
Jane Essex 《Support for Learning》2020,35(4):542-558
The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff. 相似文献
3.
Kirsty Jayne Elliott-Sale Ashley Graham Stephanie Jane Hanley Sherry Blumenthal Craig Sale 《European Journal of Sport Science》2019,19(1):62-70
AbstractMaternal dietary habits influence maternal and foetal health, representing a pathway for intervention to maximise pregnancy outcomes. Advice on energy intake is provided on a trimester basis, with no additional calories required in the first trimester and an additional 340?kcal?d?1 and 452?kcal?d?1 needed for the second and third trimesters. Energy intake depends on pre-gravid body mass index (BMI); underweight women are recommended an increase of 150, 200 and 300?kcal?d?1 during the first, second and third trimester, normal weight women an increase of 0, 350 and 500?kcal?d?1 and obese women an increase of 0, 450 and 350?kcal?day?1. The recommendations for carbohydrate and protein intake are 175?g?d?1 and 0.88–1.1?g?kgBM?d?1, with no change to fat intake. The number of pre-gravid obese women is rising; therefore, we need to regulate weight in women of childbearing age and limit gestational weight gain to within the recommended ranges [overweight women 6.8–11.3?kg and obese women 5.0–9.1?kg]. This can be achieved using nutritional interventions, as dietary changes have been shown to help with gestational weight management. As pregnancy has been identified as a risk factor for the development of obesity, normal weight women should gain 11.5–16.0?kg during pregnancy. While some research has shown that dietary interventions help to regulate gestational weight gain and promote postpartum weight loss to some extent, future research is needed to provide safe and effective guidelines to maximise these effects, while benefitting maternal and foetal health. 相似文献
4.
Jane Chi Hyun Park 《Inter-Asia Cultural Studies》2019,20(2):271-289
ABSTRACTThis essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom. 相似文献
5.
6.
7.
Alison Phipps 《Gender and education》2017,29(7):815-830
In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the ‘battle of the sexes’. Contemporary discussions of ‘lad culture’ have rightly centred sexism and men's violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working-class articulations of laddism proceed from being dominated within alienating education systems, middle-class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of ‘lad culture’, as has been done in the past. 相似文献
8.
9.
Gail A. Rathbun Jane Leatherman Rebecca Jensen 《Assessment & Evaluation in Higher Education》2017,42(4):548-563
This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade distributions, programme activity reports, interviews and vita, and concluded that the centre’s impact was greatest on tenure-track faculty who struggled with their teaching. Far more useful to future improvement, however, were the insights gained from reflection on study methods, the researchers’ emotional responses to their findings, their struggle to make sense of the data and grappling with the definition of ‘impact’. In this paper, the researchers share useful lessons learned and illustrate the difficulties inherent in evaluating academic development programmes, with a view to qualifying recommendations currently prevailing in the literature. 相似文献
10.
Jane Coles 《Changing English: An International Journal of English Teaching》2017,24(4):386-398
This article offers a case study account of a garden-themed poetry writing project run by a creative writing organisation in partnership with a class of 9–10-year-old children from a London primary school. I explore the concept of creativity which framed the five-week project and analyse the different ways in which the creative practitioner worked collaboratively with the class teacher to develop children’s writing, not least by adopting an open, inclusive pedagogy. Despite the obvious successes of this project, I raise questions about the role of creative practitioners working in schools and the ways in which special projects locate creativity on the margins of the mainstream curriculum. 相似文献