全文获取类型
| 收费全文 | 9316篇 |
| 免费 | 88篇 |
| 国内免费 | 68篇 |
专业分类
| 教育 | 6768篇 |
| 科学研究 | 650篇 |
| 各国文化 | 9篇 |
| 体育 | 163篇 |
| 综合类 | 334篇 |
| 文化理论 | 1篇 |
| 信息传播 | 1547篇 |
出版年
| 2023年 | 50篇 |
| 2022年 | 78篇 |
| 2021年 | 288篇 |
| 2020年 | 365篇 |
| 2019年 | 207篇 |
| 2018年 | 161篇 |
| 2017年 | 178篇 |
| 2016年 | 184篇 |
| 2015年 | 279篇 |
| 2014年 | 687篇 |
| 2013年 | 805篇 |
| 2012年 | 882篇 |
| 2011年 | 862篇 |
| 2010年 | 516篇 |
| 2009年 | 504篇 |
| 2008年 | 550篇 |
| 2007年 | 585篇 |
| 2006年 | 495篇 |
| 2005年 | 447篇 |
| 2004年 | 370篇 |
| 2003年 | 315篇 |
| 2002年 | 227篇 |
| 2001年 | 184篇 |
| 2000年 | 109篇 |
| 1999年 | 29篇 |
| 1998年 | 25篇 |
| 1997年 | 14篇 |
| 1996年 | 10篇 |
| 1995年 | 6篇 |
| 1994年 | 13篇 |
| 1993年 | 3篇 |
| 1992年 | 2篇 |
| 1991年 | 12篇 |
| 1990年 | 9篇 |
| 1989年 | 14篇 |
| 1987年 | 1篇 |
| 1985年 | 1篇 |
| 1981年 | 1篇 |
| 1977年 | 1篇 |
| 1957年 | 3篇 |
排序方式： 共有9472条查询结果，搜索用时 15 毫秒
1.
To prevent children from falling behind in the developmental sequence of reading, a shared vision of what reading success looks like is required. This paper provides the first benchmarks for early grade oral reading fluency that are necessary (albeit not sufficient) to read for meaning in three Nguni languages – isiZulu, isiXhosa and Siswati - belonging to the Southern Bantu family of African languages. In contrast with previous benchmarking methodologies, our approach is informed by a non-parametric analysis of longitudinal early grade reading assessment (EGRA) data, guided by reading development theory. The EGRA-type data used for this analysis is the largest compilation of data on early grade fluency in these languages, with comparative assessments for nearly 14,200 children. Analysing empirical regularities and reading trajectories, we identify a lower fluency threshold of 20 correct words per minute (cwpm) and an upper fluency benchmark of 35 cwpm for the early grades. These benchmarks contribute to guiding curriculum policy, provide specificity to improve tracking of literacy progress and address gaps in the literature on reading in African languages. 相似文献
2.
3.
4.
5.
6.
Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas. 相似文献
7.
8.
Language education has often been conducted based on monoglossic ideologies that keep L1 and L2 separate, a practice that receives growing criticism as out of sync with today’s multilingual globalized world. Informed by interdependence hypotheses and translanguaging theory, this research study explored the effects of a pluri-centric approach to learning L1 and L2 simultaneously. Through a bilingual intervention course with data collected from interviews, parents’ logbooks, observation field notes, questionnaires, and L1 and L2 reading and writing tests, this case study (n = 9) revealed that the approach effectively improved learners’ L1 and L2 proficiency, learning behaviour outside the classroom, self-efficacy, and confidence. Overall, the participants also perceived the bilingual course as effective, efficient, and innovative. The study provides a basis to reflect upon transferrable skills and core underlying proficiency as powerful concepts to draw upon in enhancing bilingual proficiency and effecting positive changes in learners’ behaviour and psychological well-being. 相似文献
9.
In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. 相似文献
10.
该文认为,《"阅读·探究·体验"手册》是学生阅读的助手,设计时考虑到整体构建章节与整本书阅读相结合。同时,明确主线,整本书阅读的探究要围绕主线展开,在构建手册时,明确整本书阅读探究的核心要点。在开发《"阅读·探究·体验"手册》时,充分考虑到语文学科的核心素养,通过编制手册,提升学生的语文核心素养。 相似文献