全文获取类型
| 收费全文 | 1287篇 |
| 免费 | 24篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 999篇 |
| 科学研究 | 85篇 |
| 各国文化 | 19篇 |
| 体育 | 97篇 |
| 综合类 | 1篇 |
| 文化理论 | 11篇 |
| 信息传播 | 100篇 |
出版年
| 2022年 | 6篇 |
| 2021年 | 12篇 |
| 2020年 | 18篇 |
| 2019年 | 33篇 |
| 2018年 | 43篇 |
| 2017年 | 54篇 |
| 2016年 | 41篇 |
| 2015年 | 28篇 |
| 2014年 | 35篇 |
| 2013年 | 321篇 |
| 2012年 | 30篇 |
| 2011年 | 30篇 |
| 2010年 | 32篇 |
| 2009年 | 37篇 |
| 2008年 | 22篇 |
| 2007年 | 27篇 |
| 2006年 | 28篇 |
| 2005年 | 25篇 |
| 2004年 | 22篇 |
| 2003年 | 17篇 |
| 2002年 | 20篇 |
| 2001年 | 18篇 |
| 2000年 | 14篇 |
| 1999年 | 14篇 |
| 1998年 | 9篇 |
| 1997年 | 21篇 |
| 1996年 | 13篇 |
| 1995年 | 6篇 |
| 1994年 | 15篇 |
| 1993年 | 18篇 |
| 1992年 | 9篇 |
| 1991年 | 14篇 |
| 1990年 | 11篇 |
| 1989年 | 15篇 |
| 1988年 | 7篇 |
| 1987年 | 17篇 |
| 1986年 | 11篇 |
| 1985年 | 7篇 |
| 1984年 | 6篇 |
| 1983年 | 9篇 |
| 1982年 | 8篇 |
| 1981年 | 12篇 |
| 1980年 | 10篇 |
| 1979年 | 12篇 |
| 1978年 | 13篇 |
| 1976年 | 13篇 |
| 1975年 | 6篇 |
| 1974年 | 13篇 |
| 1973年 | 7篇 |
| 1877年 | 5篇 |
排序方式： 共有1312条查询结果，搜索用时 143 毫秒
91.
92.
Francis Hibbert 《European Journal of Engineering Education》1981,6(3-4):267-268
British engineering is in the doldrums. It no longer has the glamorous self-confidence that it enjoyed in the Victorian era. In comparison with France, Germany and the USA, grand engineering schemes in Britain are realized only very painfully, if at all. The link between technologists and planners and the national policy-making machinery (government) that Telford and Brunel enjoyed has to a large extent been severed. The academically bright tend to avoid engineering because it is not generally recognised to be an intellectual pursuit. 相似文献
93.
94.
95.
96.
97.
98.
99.
100.
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引：1，自引：0，他引：1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献