全文获取类型
收费全文 | 1444篇 |
免费 | 10篇 |
国内免费 | 2篇 |
专业分类
教育 | 647篇 |
科学研究 | 612篇 |
各国文化 | 16篇 |
体育 | 68篇 |
文化理论 | 21篇 |
信息传播 | 92篇 |
出版年
2020年 | 11篇 |
2019年 | 31篇 |
2018年 | 23篇 |
2017年 | 21篇 |
2016年 | 13篇 |
2015年 | 11篇 |
2014年 | 24篇 |
2013年 | 260篇 |
2012年 | 10篇 |
2011年 | 14篇 |
2010年 | 13篇 |
2009年 | 20篇 |
2008年 | 14篇 |
2007年 | 13篇 |
2006年 | 17篇 |
2005年 | 23篇 |
2004年 | 22篇 |
2003年 | 15篇 |
2002年 | 10篇 |
2001年 | 16篇 |
2000年 | 13篇 |
1997年 | 9篇 |
1996年 | 13篇 |
1995年 | 9篇 |
1994年 | 11篇 |
1993年 | 18篇 |
1990年 | 17篇 |
1989年 | 9篇 |
1986年 | 9篇 |
1984年 | 9篇 |
1982年 | 10篇 |
1981年 | 13篇 |
1978年 | 19篇 |
1977年 | 12篇 |
1948年 | 13篇 |
1930年 | 20篇 |
1929年 | 28篇 |
1928年 | 33篇 |
1927年 | 33篇 |
1926年 | 30篇 |
1925年 | 54篇 |
1924年 | 33篇 |
1923年 | 34篇 |
1922年 | 12篇 |
1921年 | 15篇 |
1920年 | 28篇 |
1919年 | 13篇 |
1918年 | 12篇 |
1868年 | 15篇 |
1867年 | 9篇 |
排序方式: 共有1456条查询结果,搜索用时 656 毫秒
11.
Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies 总被引:2,自引:0,他引:2
Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment. 相似文献
12.
Henry I. Braun 《Journal of Educational Measurement》1988,25(3):171-191
Extracting policy-relevant information from large national surveys of educational achievement is ordinarily a nontrivial task. It is made more treacherous when the data are expressed on scales that are not uniquely determined. The paper begins with a critical analysis of a recent attempt to interpret the findings on reading achievement obtained by the National Assessment of Educational Progress (NAEP). It then describes a new approach to the quantification and interpretation of change and demonstrates its appropriateness for repeated cross-sectional designs such as NAEP. Limitations imposed by the survey design and the nature of the measurements are highlighted 相似文献
13.
Hegemony,resistance, and the paradox of educational reform 总被引:6,自引:0,他引:6
Henry A. Giroux 《Interchange》1981,12(2-3):3-26
14.
15.
16.
Arandom sample of directors of programs for the deaf in North America were surveyed to get their views about the skills that teacher education programs need to be teaching future teachers of students who are deaf or hard of hearing. The directors were queried about literacy practices, classroom management strategies, and communication strategies used in their programs, and were encouraged to comment freely on the questionnaire items presented to them. Program directors predicted a need for more itinerant and resource teachers. The survey also revealed that programs for the deaf are highly behaviorist (i.e., You do this and you'll get that) in the way they induce students to learn and in how they manage student behavior. 相似文献
17.
1 hypothesis about children's developing conception of the mind is that preschoolers are limited to an understanding that persons have internal, mental contents like thoughts and beliefs, whereas older children and adults conceive of the mind itself as an independent, active structure or processor. Adults' conception of the mind in this independent active fashion seems evident in their use of personified mental metaphor (e.g., "My mind tricked me"). 3 studies examined the development and consolidation of this active, personified view. Study 1 provided an analysis of natural language data regarding 1 child's uses of vision words such as see and look from age 2 1/2 to 8 years. We examined the child's use of such words to refer literally to perception (e.g., "I see the TV") and also to refer nonliterally to active mental processes such as comprehension and inference (e.g., "I see what you mean"). Studies 2 and 3 examined 6-, 8-, and 10-year-olds' comprehension and production of mental metaphors. In a metaphor comprehension task, we asked children to interpret personified metaphoric statements about the mind (e.g., "My mind wandered") and 3 comparison domains, mechanics (e.g., "The car is dead"), nature (e.g., "The wind is howling"), and emotion (e.g., "Her heart was smiling"). In an explanation task, we asked children to explain the processes underlying the making of both instant photos and mental images. The findings reveal a developing ability to interpret and produce statements personifying the mind and provide considerable evidence about children's movement toward a conception of the mind as an independent entity deserving reference and conceptualization in its own right. 相似文献
18.
19.
20.