全文获取类型
收费全文 | 1737篇 |
免费 | 34篇 |
国内免费 | 3篇 |
专业分类
教育 | 1263篇 |
科学研究 | 97篇 |
各国文化 | 26篇 |
体育 | 149篇 |
文化理论 | 26篇 |
信息传播 | 213篇 |
出版年
2023年 | 10篇 |
2022年 | 19篇 |
2021年 | 24篇 |
2020年 | 35篇 |
2019年 | 60篇 |
2018年 | 70篇 |
2017年 | 85篇 |
2016年 | 66篇 |
2015年 | 44篇 |
2014年 | 60篇 |
2013年 | 359篇 |
2012年 | 49篇 |
2011年 | 56篇 |
2010年 | 57篇 |
2009年 | 47篇 |
2008年 | 52篇 |
2007年 | 68篇 |
2006年 | 43篇 |
2005年 | 39篇 |
2004年 | 46篇 |
2003年 | 49篇 |
2002年 | 31篇 |
2001年 | 29篇 |
2000年 | 20篇 |
1999年 | 20篇 |
1998年 | 17篇 |
1997年 | 12篇 |
1996年 | 17篇 |
1995年 | 14篇 |
1994年 | 12篇 |
1993年 | 7篇 |
1991年 | 16篇 |
1990年 | 9篇 |
1989年 | 16篇 |
1988年 | 12篇 |
1987年 | 17篇 |
1985年 | 18篇 |
1984年 | 12篇 |
1983年 | 10篇 |
1982年 | 7篇 |
1981年 | 12篇 |
1980年 | 8篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1977年 | 8篇 |
1976年 | 12篇 |
1975年 | 8篇 |
1973年 | 10篇 |
1971年 | 6篇 |
1970年 | 8篇 |
排序方式: 共有1774条查询结果,搜索用时 15 毫秒
91.
The nonverbal dilemma 总被引:1,自引:0,他引:1
O M Thompson 《Journal of learning disabilities》1985,18(7):400-402
92.
Sylvia LinanThompson Peggy HickmanDavis 《Learning disabilities research & practice》2002,17(4):242-251
Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners. 相似文献
93.
Eric Sprigings Peter McNair Grant Mawston David Sumner Mark Boocock 《Sports Engineering》2006,9(3):147-153
The intent of this project was to explore the feasibility of personalising the paddle blade size for individual flatwater
kayakers based on their power output profiles. Twelve elite male kayakers performed on a kayak ergometer at the same intensity
and resistance that they would normally experience while paddling at race pace for 500 m on the water. The kayak ergometer
was instrumented so that power profiles could be determined from the instantaneous force and velocity of the representative
centre point of the paddle blade. From the power profile information, the researchers calculated a personalised blade size
that was expected to improve performance for those kayakers differing more than 5% from the calculated ‘ideal’ size. For the
elite kayakers studied, it was recommended that seven of the paddlers should increase their blade size by approximately 5–10%.
For the remaining five paddlers, the results indicated that their current blade sizes were within the expected measurement
error of their predicted ideal value and should be retained. It is anticipated that this research will provide the theoretical
rationale for elite kayakers to see the need to personalise their blade size based on their own muscle power profiles. 相似文献
94.
This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are. 相似文献
95.
96.
James Thompson Don Houston Kathryn Dansie Timothy Rayner Timothy Pointon Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952
The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles. 相似文献
97.
Eric Sanchez Réjane Monod-Ansaldi Caroline Vincent Sina Safadi-Katouzian 《Education and Information Technologies》2017,22(6):2805-2824
This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners. 相似文献
98.
This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides. 相似文献
99.
Andrea Thompson 《科技新时代》2005,(11):96-99
与光圈和快门一样,感光度也是曝光控制系统的一个重要方面。因此,我们将在这里对它作一次全面,深入的讲解。 相似文献
100.
This research documents the process and results of an approach to teaching university undergraduates intentional self-development
skills designed to promote self-generated goals, routines, and lifestyle choices. These skills may provide effective behavioral
foundations for developing metacognitive awareness, intentionality, and individual well-being. The results of six original
behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness
of these instructional methodologies. 相似文献