全文获取类型
收费全文 | 561篇 |
免费 | 9篇 |
专业分类
教育 | 438篇 |
科学研究 | 21篇 |
各国文化 | 9篇 |
体育 | 40篇 |
文化理论 | 3篇 |
信息传播 | 59篇 |
出版年
2023年 | 7篇 |
2022年 | 6篇 |
2021年 | 13篇 |
2020年 | 17篇 |
2019年 | 29篇 |
2018年 | 37篇 |
2017年 | 34篇 |
2016年 | 27篇 |
2015年 | 23篇 |
2014年 | 24篇 |
2013年 | 98篇 |
2012年 | 19篇 |
2011年 | 18篇 |
2010年 | 17篇 |
2009年 | 15篇 |
2008年 | 17篇 |
2007年 | 11篇 |
2006年 | 14篇 |
2005年 | 20篇 |
2004年 | 11篇 |
2003年 | 15篇 |
2002年 | 12篇 |
2001年 | 8篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 8篇 |
1997年 | 8篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有570条查询结果,搜索用时 31 毫秒
1.
2.
3.
This article applies a capability approach to examine how children's agency, well-being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well-being freedoms and achievements to highlight the tensions and trade-offs between risks to children's agency and well-being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well-being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward. 相似文献
4.
König Johannes Blömeke Sigrid Jentsch Armin Schlesinger Lena née Nehls Caroline Felske Musekamp Frank Kaiser Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212
Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it... 相似文献
5.
Looking at micro-data on the networks of inventors of a French science university, we investigate whether the kind of cognitive relationships between researchers influences the geography of their collaborations.The hypothesis we test (and confirm empirically) is that academic knowledge diffuses in a restricted geographic area when the connected researchers belong to epistemic communities, whereas communities of practice entail less localised effects. We also show that institutionally mixed research teams do not impede large knowledge diffusion. 相似文献
6.
Caroline Schouten‐van Parreren 《欧洲师范教育杂志》1989,12(2):131-140
In this article it is argued that reading skills in the teaching of a foreign language are much neglected in the first phase of secondary education. In order to show (I) why reading is of great importance for language acquisition in general and (2) how to utilise reading in the initial stages of language learning, the following questions are dealt with: (1) What is the status of reading in the different approaches to foreign language learning? (2) Why not focus on listening in terms of the receptive skills? (3) Which different types of texts (books) can be used? (4) How should these texts be used in order to maximise the contribution to language acquisition? 相似文献
7.
Suzana Matheus Pereira Caroline Ruschel Marcel Hubert Leandro Machado Helio Roesler Ricardo Jorge Fernandes 《Journal of sports sciences》2015,33(19):2006-2015
This study aimed to analyse the kinematic, kinetic and electromyographic characteristics of four front crawl flip turn technique variants. The variants distinguished from each other by differences in body position (i.e. dorsal, lateral, ventral) during rolling, wall support, pushing and gliding phases. Seventeen highly trained swimmers (17.9 ± 3.2 years old) participated in interventional sessions and performed three trials of each variant, being monitored with a 3-D video system, a force platform and an electromyography (EMG) system. Studied variables: rolling time and distance, wall support time, push-off time, peak force and horizontal impulse at wall support and push-off, centre of mass horizontal velocity at the end of the push-off, gliding time, centre of mass depth, distance, average and final velocity during gliding, total turn time and electrical activity of Gastrocnemius Medialis, Tibialis Anterior, Biceps Femoris and Vastus Lateralis muscles. Depending on the variant, total turn time ranged from 2.37 ± 0.32 to 2.43 ± 0.33 s, push-off force from 1.86 ± 0.33 to 1.92 ± 0.26 BW and centre of mass velocity during gliding from 1.78 ± 0.21 to 1.94 ± 0.22 m · s?1. The variants were not distinguishable in terms of kinematical, kinetic and EMG parameters during the rolling, wall support, pushing and gliding phases. 相似文献
8.
Individual Differences in Childhood Behavior Disorders Associated With Epigenetic Modulation of the Cortisol Receptor Gene 下载免费PDF全文
Mark R. Dadds Caroline Moul David J. Hawes Antonio Mendoza Diaz John Brennan 《Child development》2015,86(5):1311-1320
Behavioral/emotional difficulties in children are the first sign of mental health problems. These problems are however, heterogeneous. A domain that may identify homogenous subgroups is hypothalamic–pituitary–adrenal function. This study tested whether epigenetic regulation of glucocorticoid receptor gene could explain the co‐occurrence of anxiety problems in children with behavior problems. Four‐ to 16‐year‐old clinically referred children (N = 241) were measured for psychiatric symptoms, methylation of target CpG sites in blood or saliva, and morning cortisol levels in those who gave blood. Increased methylation of promoter 1F CpG sites was associated with higher vulnerability to co‐occurring internalizing symptoms and morning cortisol. The results support increasing optimism that epigenetic regulation of key neuroendocrine systems might help explain hitherto unfathomable individual differences in susceptibility to psychiatric symptom profiles. 相似文献
9.
Caroline Lanskey 《International Journal of Inclusive Education》2015,19(6):568-582
Many young people in the youth justice system in England and Wales are educationally marginalised and systemic barriers to their engagement with education persist. This article presents an analytical framework for understanding how education and youth justice practices shape young people's educational pathways during their time in the youth justice system with the aim of understanding the systemic dynamics that encourage or impede young people's engagement with education. It draws on data from a case study of 32 young people who were serving either a community or a custodial sentence under the supervision of one youth offending team in England and Wales. Using as analytical starting points Bourdieu's and Wacquant's conceptualisations of competing dynamics within the ‘bureaucratic field’ of state governance and Hodkinson's careership theory, this article discusses the interplay between exclusionary and inclusionary interests operating within and between the agencies of education and youth justice and the extent to which they play a role in sustaining young people's involvement in education or compounding their educational and social marginalisation. 相似文献
10.