全文获取类型
收费全文 | 8298篇 |
免费 | 57篇 |
国内免费 | 50篇 |
专业分类
教育 | 5967篇 |
科学研究 | 615篇 |
各国文化 | 5篇 |
体育 | 115篇 |
综合类 | 300篇 |
文化理论 | 1篇 |
信息传播 | 1402篇 |
出版年
2024年 | 1篇 |
2023年 | 45篇 |
2022年 | 74篇 |
2021年 | 261篇 |
2020年 | 307篇 |
2019年 | 177篇 |
2018年 | 120篇 |
2017年 | 128篇 |
2016年 | 133篇 |
2015年 | 247篇 |
2014年 | 611篇 |
2013年 | 664篇 |
2012年 | 793篇 |
2011年 | 745篇 |
2010年 | 439篇 |
2009年 | 430篇 |
2008年 | 449篇 |
2007年 | 517篇 |
2006年 | 473篇 |
2005年 | 433篇 |
2004年 | 361篇 |
2003年 | 305篇 |
2002年 | 229篇 |
2001年 | 202篇 |
2000年 | 113篇 |
1999年 | 34篇 |
1998年 | 26篇 |
1997年 | 14篇 |
1996年 | 12篇 |
1995年 | 6篇 |
1994年 | 15篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 11篇 |
1990年 | 9篇 |
1989年 | 13篇 |
1957年 | 3篇 |
排序方式: 共有8405条查询结果,搜索用时 468 毫秒
151.
Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter? 下载免费PDF全文
Lisa Dewulf Johan van Braak Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed. 相似文献
152.
新四级考试在试题的各个部分都做出了相应的调整和改变,其中阅读理解部分变化最大。文章通过对阅读理解新老题型命题特征的比较分析,提出了相应的备考策略。 相似文献
153.
王婷 《广西职业技术学院学报》2020,(1):55-59
在民国时期,伴随着中国现代化的进程,西方近现代学术开始大量传入中国,并为中国学术界所接受。随着"哲学"一词及其观念的传入,"老子哲学"研究一词开始频繁出现在民国时期老子研究的各类文章和书籍中,一个不同于封建时代的老子研究范式逐步被确立起来,其中许多观念一直延续至今。从金声这本名不见经传的小册子中,我们能够感受到中西思想强烈撞击的时代背景下老子研究的风貌。 相似文献
154.
吴襄华 《襄樊职业技术学院学报》2004,3(4):106-107
论述了高中英语泛读教学的必要性和可行性,从实际出发,通过诸多实例介绍了如何开展泛读教学的方法和策略。 相似文献
155.
语文课的导语是引入课程新内容的第一个重要的课堂教学环节,它能激发、形成、保持并发展学生对所学内容的兴趣,吸引学生的注意力。因此,语文教师应注意导语的激情美、意境美、幽默美、含蓄美、悬念美、节奏美、过渡美。 相似文献
156.
李劲松 《郧阳师范高等专科学校学报》2007,27(1):23-24,28
中国古典的阅读理论可以较为准确地把握到文学之为文学的本质特征,然而在通达作品审美境界的路径上,却甚少具体可行的方法。在这一方面,波兰现象学美学家茵加登的理论则可以给我们很好的启示。 相似文献
157.
高墅 《张家口职业技术学院学报》2002,15(2):51-52
通过阐述工具书的内涵,说明工具书的作用。针对一些工具书阅览室目前存在的问题,说明图书馆各部门应加强统一协调,以便发挥各部门的职能作用。并指出了读服务工作的发展取向。 相似文献
158.
朗读的语调是语流中呈现出来的音高变化的总体模式,它与字调、轻重、停连、快慢等因素有关。从字调偏误、轻重音失当、语句高低升降的“失势”、停连的“失态”、语速快慢的“失度”等方面入手对语调偏误的类型进行剖析,将有利于朗读实践。 相似文献
159.
The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers. 相似文献
160.
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. 相似文献