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81.
To This is a 1 test per thousand learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size. 相似文献
82.
An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable. 相似文献
83.
Working in animal behavior was challenging. It was the first time I came to the conclusion that I had to do something with my life, that there was work involved, and that if I wanted to accomplish something, I'd better figure out what it was and do it.—Exploratorium Explainer, 1974. 相似文献
84.
There are numerous research methodologies that may be applied to the study of computer technology, and each has the potential to provide insights into its usefulness. The selection of research methodologies should be driven by the nature of the questions under investigation rather than a predetermined idea that some research methods are superior to others. This article focuses on a particular methodology, case studies, and it describes their potential for making a unique contribution to our understanding of computer technology. The special value of case studies lies in helping us understand the complexities found in classrooms, where the multiple variables that influence computer use interact in complex ways. © 1999 IFIP, published by Kluwer Academic Publishers 相似文献
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Simpson W.L. Wong Him Cheung Mo Zheng Xiujie Yang Catherine McBride Connie Suk-Han Ho Judy Sze-Man Leung Bonnie Wing-Yin Chow Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons. 相似文献
88.
Judy Scotchmoor 《Curator: The Museum Journal》2000,43(2):139-146
89.
Zvia Kaberman Yehudit Judy Dori 《International Journal of Science and Mathematics Education》2009,7(3):597-625
A new learning unit in chemistry, Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM) was developed at the Technion. The CCL and CMM curriculum integrates computerized desktop experiments and molecular
modeling with an emphasis on scientific inquiry and case studies. Our research aimed at investigating the effect of the CCL
and CMM learning environment on students’ higher-order thinking skills of question posing, inquiry, and modeling. The experimental
group included 614 honors 12th grade chemistry students from high schools in Israel who studied according to this learning
unit. The comparison group consisted of 155 12th grade chemistry honors students who studied other chemistry programs. Pre-
and post-tests questionnaires were used to assess students’ higher-order thinking skills. Students’ responses were analyzed
using content analysis rubrics and their statistical analysis. Our findings indicated that the scores of the experimental
group students improved significantly in question posing, inquiry and modeling skills from the pre-test to the post-test.
The net gain scores of the experimental group students were significantly higher than those of their comparison peers in all
three examined skills. In modeling skills, experimental group students significantly improved their achievements in making
the transfer from 3D models to structural formulae, but only about half of them were able to transfer from formulae to 3D
models. By presenting a case-based chemistry assessment tool and content analysis of students’ responses in this paper, we
enable teachers and educators to analyze their students’ higher-order thinking skills both qualitatively and quantitatively. 相似文献
90.
Merv Hyde Renée Punch Des Power Judy Hartley Jennifer Neale Lesleigh Brennan 《高等教育研究与发展》2009,28(1):85-98
This article reports on the experiences of deaf and hard of hearing students at a Queensland university, which offers an extensive deaf student support program. Seventy‐two current students and graduates since the program’s inception twenty years ago completed a survey about their experiences, highlights, challenges and use of communication tools and support services at university. Findings indicate, both quantitatively and qualitatively, that students valued the specialised support services they received, although challenges in accessing the academic curriculum remained for many students. In the important area of social factors, many students reported enjoying satisfying friendships and a sense of belonging with other deaf people, often for the first time, while others experienced feelings of social isolation in a largely hearing peer group. Overall, deaf and hard of hearing students who had attended Griffith over the 20 years had a high rate of graduation, comparing favourably with other university students. 相似文献