全文获取类型
| 收费全文 | 24297篇 |
| 免费 | 416篇 |
| 国内免费 | 26篇 |
专业分类
| 教育 | 17280篇 |
| 科学研究 | 2120篇 |
| 各国文化 | 225篇 |
| 体育 | 2205篇 |
| 综合类 | 14篇 |
| 文化理论 | 196篇 |
| 信息传播 | 2699篇 |
出版年
| 2022年 | 199篇 |
| 2021年 | 301篇 |
| 2020年 | 419篇 |
| 2019年 | 647篇 |
| 2018年 | 909篇 |
| 2017年 | 876篇 |
| 2016年 | 776篇 |
| 2015年 | 457篇 |
| 2014年 | 709篇 |
| 2013年 | 4602篇 |
| 2012年 | 702篇 |
| 2011年 | 707篇 |
| 2010年 | 534篇 |
| 2009年 | 539篇 |
| 2008年 | 590篇 |
| 2007年 | 532篇 |
| 2006年 | 481篇 |
| 2005年 | 455篇 |
| 2004年 | 403篇 |
| 2003年 | 395篇 |
| 2002年 | 375篇 |
| 2001年 | 499篇 |
| 2000年 | 410篇 |
| 1999年 | 374篇 |
| 1998年 | 224篇 |
| 1997年 | 226篇 |
| 1996年 | 248篇 |
| 1995年 | 241篇 |
| 1994年 | 185篇 |
| 1993年 | 206篇 |
| 1992年 | 327篇 |
| 1991年 | 303篇 |
| 1990年 | 307篇 |
| 1989年 | 304篇 |
| 1988年 | 260篇 |
| 1987年 | 305篇 |
| 1986年 | 273篇 |
| 1985年 | 307篇 |
| 1984年 | 256篇 |
| 1983年 | 216篇 |
| 1982年 | 193篇 |
| 1981年 | 167篇 |
| 1980年 | 158篇 |
| 1979年 | 266篇 |
| 1978年 | 187篇 |
| 1977年 | 171篇 |
| 1976年 | 155篇 |
| 1975年 | 150篇 |
| 1974年 | 151篇 |
| 1971年 | 143篇 |
排序方式： 共有10000条查询结果，搜索用时 31 毫秒
41.
42.
43.
44.
45.
46.
Leo M. Harvill 《Educational Measurement》1991,10(2):33-41
The standard error of measurement (SEM) is the standard deviation of errors of measurement that are associated with test scores from a particular group of examinees. When used to calculate confidence bands around obtained test scores, it can be helpful in expressing the unreliability of individual test scores in an understandable way. Score bands can also be used to interpret intraindividual and interindividual score differences. Interpreters should be wary of over-interpretation when using approximations for correctly calculated score bands. It is recommended that SEMs at various score levels be used in calculating score bands rather than a single SEM value. 相似文献
47.
48.
Gertrude M. I. Wamae Rachael W. Kang'ethe-Kamau 《British Journal of Special Education》2004,31(1):33-40
Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002. 相似文献
49.
50.