全文获取类型
| 收费全文 | 8519篇 |
| 免费 | 60篇 |
| 国内免费 | 81篇 |
专业分类
| 教育 | 5914篇 |
| 科学研究 | 842篇 |
| 各国文化 | 5篇 |
| 体育 | 44篇 |
| 综合类 | 278篇 |
| 文化理论 | 3篇 |
| 信息传播 | 1574篇 |
出版年
| 2023年 | 48篇 |
| 2022年 | 72篇 |
| 2021年 | 264篇 |
| 2020年 | 329篇 |
| 2019年 | 208篇 |
| 2018年 | 131篇 |
| 2017年 | 148篇 |
| 2016年 | 146篇 |
| 2015年 | 285篇 |
| 2014年 | 679篇 |
| 2013年 | 704篇 |
| 2012年 | 848篇 |
| 2011年 | 799篇 |
| 2010年 | 472篇 |
| 2009年 | 453篇 |
| 2008年 | 463篇 |
| 2007年 | 507篇 |
| 2006年 | 462篇 |
| 2005年 | 407篇 |
| 2004年 | 338篇 |
| 2003年 | 285篇 |
| 2002年 | 203篇 |
| 2001年 | 178篇 |
| 2000年 | 102篇 |
| 1999年 | 27篇 |
| 1998年 | 21篇 |
| 1997年 | 10篇 |
| 1996年 | 10篇 |
| 1995年 | 6篇 |
| 1994年 | 13篇 |
| 1993年 | 4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8660条查询结果，搜索用时 265 毫秒
1.
The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students. 相似文献
2.
3.
为了探究大学生孤独感、手机成瘾倾向和生命意义感之间的关系,采用UCLA孤独量表、大学生手机成瘾倾向量表、人生意义感问卷,选取408名大学生作为被试进行问卷调查。结果发现:(1)孤独感与手机成瘾倾向呈显著性正相关,生命意义感与手机成瘾倾向呈显著性负相关,孤独感和生命意义感相关性不显著;(2)孤独感和生命意义感都显著预测手机成瘾倾向,生命意义感在孤独感和手机成瘾倾向之间的调节效应显著,低生命意义感大学生的孤独感对手机成瘾倾向的预测力更强。因此,大学生的孤独感能正向预测手机成瘾倾向,生命意义感能调节二者之间的关系,低水平的生命意义感会加剧孤独感对手机成瘾倾向的预测作用,而高水平的生命意义感会使孤独感对手机成瘾倾向的影响较小。 相似文献
4.
[目的/意义]欧洲阅读联盟是欧洲社会力量开展阅读活动的母平台，联盟成员所开展的阅读活动既有差异，也有共性，社会影响力大。通过对欧洲阅读联盟成员所办阅读活动及其规律的分析，可为我国公共图书馆主导与开展阅读活动提供借鉴。[方法/过程]概述欧洲阅读联盟，对其成员类型进行解析，并对每一成员的阅读项目进行共性分析，凝练出阅读活动的经验及规律。[结果/结论]我国应建立多级阅读推广力量，建立政府购买阅读服务长效机制，开放图书馆的阅读活动空间，提升阅读活动频率，开发多样化、差异化的阅读活动。 相似文献
5.
6.
The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9–10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children’s self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed. 相似文献
7.
The purpose of this paper is to examine the utilization of the marketing adaptability of branded mobile applications (apps) in order to understand the relationship between consumers and their attachment to branded apps. We develop a model grounded in the purchaser-brand relationship theory of remarketing in order to develop the consumer-brand relationship through mediator brand experience (BE) and moderator digital footprint. A survey was conducted with 421 participants from different regions in India. AMOS 21.0 and SPSS plugin called “Process Analysis System” proposed by Hayes (2013) were used to analyze the hypotheses. The results corroborate the proposed research model. It approves brand association with brand connection for those brands that are easily identifiable. The result also confirms that the comprehensive consumption values are the major influencing factors in the adoption of branded apps. The study enhances the comprehension of the impact of brand connotation on consumer behavior in terms of the usage of various branded apps and the practical and non-useful esteem attached to them. 相似文献
8.
Across the articles in this special issue, there is a clear and important focus on how people learn through mobility, which allows them to move across contexts as they learn. This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances to of the mobile technologies develop new learning practices that could not be accomplished without this technology. With this in mind, we return to the definition of mobile learning that suggests mobile learning is learning across multiple contexts, through social interaction, using personal electronic devices that can immediately capture information about, or provide information to the user. To explore how to implement this definition in truly powerful ways, we suggest explicitly unpacking this into its four component parts, so that we can explore and discuss the unique affordances of mobile learning: (1) multiple contexts, (2) social interactions, (3) content interactions, and (4), capturing information and providing information to users in real-time. We further suggest a 5th element, which is the synergies among these different dimensions. We conclude with the challenges in doing research in mobile learning environments and the need to understand both how and what people learn in such environments. 相似文献
9.
This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory. 相似文献
10.