全文获取类型
| 收费全文 | 1305篇 |
| 免费 | 13篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1022篇 |
| 科学研究 | 54篇 |
| 各国文化 | 23篇 |
| 体育 | 109篇 |
| 文化理论 | 30篇 |
| 信息传播 | 82篇 |
出版年
| 2021年 | 10篇 |
| 2020年 | 7篇 |
| 2019年 | 23篇 |
| 2018年 | 27篇 |
| 2017年 | 38篇 |
| 2016年 | 28篇 |
| 2015年 | 12篇 |
| 2014年 | 26篇 |
| 2013年 | 292篇 |
| 2012年 | 32篇 |
| 2011年 | 33篇 |
| 2010年 | 25篇 |
| 2009年 | 47篇 |
| 2008年 | 49篇 |
| 2007年 | 37篇 |
| 2006年 | 32篇 |
| 2005年 | 31篇 |
| 2004年 | 29篇 |
| 2003年 | 22篇 |
| 2002年 | 26篇 |
| 2001年 | 19篇 |
| 2000年 | 24篇 |
| 1999年 | 17篇 |
| 1998年 | 24篇 |
| 1997年 | 20篇 |
| 1996年 | 22篇 |
| 1995年 | 13篇 |
| 1994年 | 17篇 |
| 1993年 | 14篇 |
| 1992年 | 11篇 |
| 1991年 | 12篇 |
| 1990年 | 13篇 |
| 1989年 | 15篇 |
| 1988年 | 13篇 |
| 1987年 | 12篇 |
| 1986年 | 18篇 |
| 1985年 | 12篇 |
| 1984年 | 13篇 |
| 1983年 | 11篇 |
| 1982年 | 14篇 |
| 1981年 | 15篇 |
| 1980年 | 13篇 |
| 1979年 | 21篇 |
| 1978年 | 13篇 |
| 1977年 | 20篇 |
| 1976年 | 13篇 |
| 1975年 | 8篇 |
| 1974年 | 6篇 |
| 1973年 | 10篇 |
| 1971年 | 6篇 |
排序方式： 共有1320条查询结果，搜索用时 16 毫秒
51.
52.
53.
54.
55.
56.
57.
58.
Roger Lewis 《Higher Education》1990,19(2):259-269
59.
In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts. 相似文献
60.
This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5–11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children’s conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction. 相似文献