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141.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
142.
Ruth N. López Turley 《Research in higher education》2006,47(7):823-846
Although previous studies show that a majority of parents want their children to go to college and graduate with a 4-year degree, the strategies used to accomplish this goal vary widely. While some parents feel it is important for their children to attend school while living at home (college-at-home parents), others do not (college-anywhere parents). This study investigates the influence of these parental strategy preferences on whether children apply to college during their senior year of high school, as well as whether they apply to multiple colleges. Net of measured ability, socioeconomic factors, and students’ own strategy preferences, students with college-at-home parents are significantly less likely to apply to college than students with college-anywhere parents; and among those who do apply to college, students with college-at-home parents are significantly less likely to apply to multiple colleges. 相似文献
143.
Diego-Mantecón José Manuel Haro Elena Blanco Teresa F. Romo-Vázquez Avenilde 《Educational Studies in Mathematics》2021,107(2):339-357
Educational Studies in Mathematics - The competency-based approach conceives mathematics as a necessary tool for dealing with daily-life tasks. Many studies have focused on examining the low math... 相似文献
144.
Laerke Sass Elín Bjarnadóttir Jakob Stokholm Bo Chawes Rebecca K. Vinding Anna-Rosa C. Mora-Jensen Jonathan Thorsen Sarah Noergaard Bjørn H. Ebdrup Jens R.M. Jepsen Birgitte Fagerlund Klaus Bønnelykke Lotte Lauritzen Hans Bisgaard 《Child development》2021,92(4):1624-1635
A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC2010 mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems. 相似文献
145.
Research in Science Education - This paper addresses two methodological issues related to the assessment of teachers’ views of science. The first concerns the distinction between the... 相似文献
146.
Reading and Writing - This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the... 相似文献
147.
148.
Solveig Jakobsdóttir Simon Hooper 《Educational technology research and development : ETR & D》1995,43(4):43-59
A computer-based foreign language lesson was developed to study the effects of text, context, and gender on listening comprehension and motivation. A total of 109 fifth grade students responded to spoken commands, with text and a story absent or present. Presenting spoken language with text appeared to assist the development of listening skills. When text was present, students made fewer errors on the subsequent comprehension test and gave higher relevance and confidence motivation ratings than when text was absent. Girls demonstrated higher achievement than did boys and rated the lesson higher, indicating that girls tend to like different kinds of software than do boys. An interaction between context and gender regarding achievement was significant: Girls, but not boys, made fewer errors after a story-embedded lesson. 相似文献
149.
David Rodríguez-Gómez Julio Meneses Joaquín Gairín Mònica Feixas José Luís Muñoz 《高等教育研究与发展》2016,35(4):815-828
Studies of student re-enrolment patterns in higher education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of higher education institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale data sets for monitoring students between different institutions. Using a longitudinal population-based data set provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge. Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems. 相似文献
150.
Pilar Gómez-Rey Francisco Fernández-Navarro Elena Barbera Mariano Carbonero-Ruz 《Assessment & Evaluation in Higher Education》2018,43(8):1272-1285
In this paper, we have developed a classification model for online learning environments that relates the Instructors Overall Performance (IOP) rating (according to students’ perceptions) with the course characteristics, students’ demographics and the effectiveness of the instructor in his/her teaching roles. To that end, a comprehensive Student Evaluation of Teaching (SET) instrument is proposed, which includes not only conventional teaching elements, but also items that encourage twenty-first century skills. The goal of the study is twofold: (i) to quantify the extent to which the selected variables explain the IOP rating, and (ii) determine which teaching and non-teaching variables most affect the IOP rating. The best performing classifier achieved a competitive accuracy, highlighting that the selected variables mainly determine the IOP values. Other important findings include: (i) the IOP value is mainly influenced by the effectiveness of the instructor in his/her teaching roles; (ii) teaching strategies that involve the cooperation between the technical and pedagogical roles should be promoted; (iii) the pedagogical role has the highest impact on the final IOP value; and (iv) the most influential demographic variable is the student’s status (working commitments and family responsibilities). 相似文献