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81.
At 9 or 11 days of age, separate groups of Swiss-Webster mice received 12, 24, or 40 training trials to the goal opposite their first-trial choice in a shock-escape T-maze task. All groups were retested to the same goal for 25 trials 24 h following training, while maturation controls without prior exposure were trained to the goal opposite their first choice. All groups demonstrated increased escape proficiency during original training on two separate escape components: reaching the choice point and making the correct turn at the choice point. During retention testing, all groups at both ages exhibited better escape performance in terms of reaching the choice point than their maturation controls. However, when escape was measured in terms of choice, none of the groups trained at 9 days of age differed significantly from maturation controls when retested at 10 days of age. In contrast, retention of correct choice point turn varied directly with number of original training trials for mice trained at 11 days of age. 相似文献
82.
Berninger VW Abbott RD Zook D Ogier S Lemos-Britton Z Brooksher R 《Journal of learning disabilities》1999,32(6):491-503
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. 相似文献
83.
Application of system dynamics for assessment of sustainable performance of construction projects 总被引:8,自引:0,他引:8
INTRODUCTION Sustainable development is commonly definedas meeting the needs of the present without compro-mising the ability of future generations to meet theirown needs (WCED, 1987). All industries, includingthe construction industry should contribute to themission. Compared to other industries, constructionactivities are generally considered to have more im-pact on the environment, which provides the basicconditions for the sustainability and development oflife on the Earth. The… 相似文献
84.
Remedios Z. Miciano 《Asia Pacific Education Review》2006,7(1):76-84
To pilot a peer literacy program, a pretest-posttest study was conducted involving seventy (70) students from Arellano High
School as tutees and 12 De La Salle University-Manila College of Education students as reading tutors. Though the results
suggest the lack of impact of the Program on the Reading Grades of the tutees, the tutors’ journals reveal that the tutors
benefited more from the program. The problems in using the National Service Training Program or NSTP as the vehicle in piloting
the program were identified and based on this, the study suggests ways to improve the content and delivery of future NSTP
Peer Literacy Programs. 相似文献
85.
86.
Sultana S. Zaman Shirin Z. Munir 《International Journal of Disability, Development & Education》1992,39(1):3-11
SPECIAL EDUCATION in Bangladesh reflects the overall educational problems faced by the nation. While some government programs for children with sensory disabilities are provided, most special education is supported by non‐government organizations. Though planning for improved special education has occurred, implementation has been restricted by economic constraints. 相似文献
87.
88.
College students have a long and rich tradition of working on the front lines to effect change. Activist students of color have turned their attention to other students in need of personal, communal, and academic support. New research chronicles this powerful approach. 相似文献
89.
90.
Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences, and thus, what may appear to be environmental effects can reflect genetic influence. This study examines passive genotype-environment correlations (GECs) for language-related abilities by comparing environment-child language associations in adoptive and nonadoptive families. The results provide evidence for the genetic mediation of the association between home environmental variables, such as the provision of toys and games, maternal involvement, and degree of intellectual/cultural orientation with children's language-related abilities. Developmental changes in passive GECs are considered, and the implications for typical and atypical learners are discussed. 相似文献