全文获取类型
收费全文 | 873篇 |
免费 | 15篇 |
国内免费 | 1篇 |
专业分类
教育 | 706篇 |
科学研究 | 33篇 |
各国文化 | 13篇 |
体育 | 39篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 88篇 |
出版年
2023年 | 3篇 |
2022年 | 13篇 |
2021年 | 15篇 |
2020年 | 29篇 |
2019年 | 54篇 |
2018年 | 48篇 |
2017年 | 57篇 |
2016年 | 47篇 |
2015年 | 23篇 |
2014年 | 43篇 |
2013年 | 184篇 |
2012年 | 28篇 |
2011年 | 29篇 |
2010年 | 27篇 |
2009年 | 24篇 |
2008年 | 15篇 |
2007年 | 28篇 |
2006年 | 19篇 |
2005年 | 23篇 |
2004年 | 12篇 |
2003年 | 12篇 |
2002年 | 16篇 |
2001年 | 5篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 8篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 10篇 |
1990年 | 3篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 7篇 |
1985年 | 8篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 3篇 |
1974年 | 2篇 |
1923年 | 1篇 |
1920年 | 1篇 |
1870年 | 1篇 |
排序方式: 共有889条查询结果,搜索用时 15 毫秒
71.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
72.
E-Learning的时代到来了,教室将要永远消失了!每个人都将热火朝天地使用我们的网站学习门户网站和学习管理系统进行学习。虚拟教室,桌面会议系统,2417(①)等都将纷纷来临……”关于E-Learning的错误看法到处都是! 相似文献
73.
ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics. 相似文献
74.
Instructional Science - While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via... 相似文献
75.
Julia Crespo Comesa?a Margarita Pino Juste 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,24(1):205-218
The objective of this study is to offer a view on the different environmental factors that affect health (sound, light, colour,
temperature) in the design, planning and organization of school premises. To achieve this, the authors first outline the problems
leading to unhealthy situations. They subsequently analyse all the building and planning factors behind those problems based
on a study carried out in the Autonomous Community of Galicia, in the north west of Spain. The study took as its subject all
secondary-level education centres built in Galicia since the Spanish Basic Act on the Educational System (LOGSE) was passed
by the Spanish Parliament in 1990. To conclude, the article offers a number of guidelines to be taken into account when designing
a school environment. 相似文献
76.
Mihye Won Heiko Krabbe Siv Ling Ley David F. Treagust Hans E. Fischer 《Educational Assessment》2017,22(2):95-110
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning. 相似文献
77.
Sally Smith Colin Smith Ella Taylor-Smith Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640
Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives. 相似文献
78.
Rebekah L. Dorman Elizabeth Anthony Billie Osborne-Fears Robert L. Fischer 《Early Years: An International Journal of Research and Development》2017,37(1):91-107
AbstractLarge numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States, at both the state and local levels, to address the school readiness gap. Invest in Children, a public/private partnership in Cuyahoga County (Cleveland, OH) launched a UPK program of high quality, affordable preschool nine years ago. The program’s creation, implementation and challenges are discussed along with evaluation findings that document its positive impact on school readiness. Lessons learned are discussed in terms of the impact of political and economic shifts, as well as state policy changes, on this local program. The program’s planned expansion and enhancements to program design and evaluation are also described. 相似文献
79.
80.
The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research. 相似文献