全文获取类型
| 收费全文 | 1861篇 |
| 免费 | 24篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 1522篇 |
| 科学研究 | 60篇 |
| 各国文化 | 20篇 |
| 体育 | 69篇 |
| 文化理论 | 33篇 |
| 信息传播 | 182篇 |
出版年
| 2022年 | 15篇 |
| 2021年 | 16篇 |
| 2020年 | 38篇 |
| 2019年 | 44篇 |
| 2018年 | 54篇 |
| 2017年 | 49篇 |
| 2016年 | 63篇 |
| 2015年 | 38篇 |
| 2014年 | 29篇 |
| 2013年 | 486篇 |
| 2012年 | 51篇 |
| 2011年 | 50篇 |
| 2010年 | 46篇 |
| 2009年 | 42篇 |
| 2008年 | 60篇 |
| 2007年 | 41篇 |
| 2006年 | 41篇 |
| 2005年 | 45篇 |
| 2004年 | 43篇 |
| 2003年 | 43篇 |
| 2002年 | 24篇 |
| 2001年 | 30篇 |
| 2000年 | 28篇 |
| 1999年 | 30篇 |
| 1998年 | 15篇 |
| 1997年 | 31篇 |
| 1996年 | 46篇 |
| 1995年 | 28篇 |
| 1994年 | 21篇 |
| 1993年 | 24篇 |
| 1992年 | 20篇 |
| 1991年 | 14篇 |
| 1990年 | 16篇 |
| 1989年 | 18篇 |
| 1988年 | 11篇 |
| 1987年 | 10篇 |
| 1986年 | 24篇 |
| 1985年 | 30篇 |
| 1984年 | 20篇 |
| 1983年 | 19篇 |
| 1982年 | 18篇 |
| 1981年 | 14篇 |
| 1980年 | 14篇 |
| 1979年 | 12篇 |
| 1978年 | 7篇 |
| 1977年 | 11篇 |
| 1976年 | 7篇 |
| 1974年 | 8篇 |
| 1971年 | 7篇 |
| 1969年 | 4篇 |
排序方式： 共有1886条查询结果，搜索用时 15 毫秒
61.
62.
63.
64.
65.
66.
67.
68.
Ruth Perfitt 《British Journal of Special Education》2013,40(4):189-196
This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given. 相似文献
69.
Lynn S. Fuchs Douglas Fuchs Kurstin N. Hollenbeck 《Learning disabilities research & practice》2007,22(1):13-24
Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date. 相似文献
70.