全文获取类型
| 收费全文 | 1307篇 |
| 免费 | 18篇 |
专业分类
| 教育 | 1069篇 |
| 科学研究 | 49篇 |
| 各国文化 | 17篇 |
| 体育 | 46篇 |
| 文化理论 | 9篇 |
| 信息传播 | 135篇 |
出版年
| 2023年 | 11篇 |
| 2022年 | 11篇 |
| 2021年 | 11篇 |
| 2020年 | 31篇 |
| 2019年 | 28篇 |
| 2018年 | 37篇 |
| 2017年 | 52篇 |
| 2016年 | 39篇 |
| 2015年 | 30篇 |
| 2014年 | 31篇 |
| 2013年 | 321篇 |
| 2012年 | 36篇 |
| 2011年 | 23篇 |
| 2010年 | 33篇 |
| 2009年 | 27篇 |
| 2008年 | 26篇 |
| 2007年 | 26篇 |
| 2006年 | 26篇 |
| 2005年 | 17篇 |
| 2004年 | 26篇 |
| 2003年 | 22篇 |
| 2002年 | 20篇 |
| 2001年 | 19篇 |
| 2000年 | 26篇 |
| 1999年 | 12篇 |
| 1998年 | 20篇 |
| 1997年 | 12篇 |
| 1996年 | 18篇 |
| 1995年 | 13篇 |
| 1994年 | 15篇 |
| 1993年 | 9篇 |
| 1992年 | 16篇 |
| 1991年 | 10篇 |
| 1990年 | 17篇 |
| 1989年 | 16篇 |
| 1988年 | 11篇 |
| 1987年 | 10篇 |
| 1986年 | 19篇 |
| 1985年 | 21篇 |
| 1984年 | 16篇 |
| 1983年 | 12篇 |
| 1982年 | 15篇 |
| 1981年 | 9篇 |
| 1980年 | 9篇 |
| 1979年 | 15篇 |
| 1978年 | 14篇 |
| 1976年 | 7篇 |
| 1975年 | 12篇 |
| 1974年 | 10篇 |
| 1973年 | 8篇 |
排序方式： 共有1325条查询结果，搜索用时 15 毫秒
101.
The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools. 相似文献
102.
The six national goals established by the National Governors' Association for education reform in the 1990s were conceived by people who had the power to decide what outcomes they wanted based on their own values and priorities. Although it is impossible to avoid questions of values, it is necessary in defining goals for education to consider scientific, explanatory theories about how human beings acquire knowledge and moral values. Jean Piaget's conceptualization of autonomy, in his unusual sense of the term, provides an overall aim for the development of individuals as well as of society, both in the intellectual and the moral realms. Autonomy as the aim of education is based on constructivism, a scientific theory, and would obviate the outdated conceptualization and contradictions among the six national goals. 相似文献
103.
Maggie Snowling Bente van Wagtendonk Carolyn Stafford 《Journal of Research in Reading》1988,11(2):67-85
This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten-year-old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8-year-old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine-year-old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical-phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems. 相似文献
104.
Pierson Ashlyn E. Brady Corey E. Clark Douglas B. 《Journal of Science Education and Technology》2020,29(1):101-119
Journal of Science Education and Technology - This paper describes the work done by sixth grade students to achieve and sustain productive and personally meaningful lines of inquiry with... 相似文献
105.
106.
107.
108.
109.
Media and method 总被引：3，自引：0，他引：3
110.