全文获取类型
收费全文 | 2456篇 |
免费 | 67篇 |
国内免费 | 2篇 |
专业分类
教育 | 1966篇 |
科学研究 | 102篇 |
各国文化 | 32篇 |
体育 | 136篇 |
综合类 | 1篇 |
文化理论 | 19篇 |
信息传播 | 269篇 |
出版年
2023年 | 13篇 |
2022年 | 30篇 |
2021年 | 46篇 |
2020年 | 63篇 |
2019年 | 88篇 |
2018年 | 106篇 |
2017年 | 136篇 |
2016年 | 137篇 |
2015年 | 86篇 |
2014年 | 101篇 |
2013年 | 522篇 |
2012年 | 86篇 |
2011年 | 88篇 |
2010年 | 76篇 |
2009年 | 60篇 |
2008年 | 77篇 |
2007年 | 87篇 |
2006年 | 58篇 |
2005年 | 57篇 |
2004年 | 63篇 |
2003年 | 45篇 |
2002年 | 43篇 |
2001年 | 34篇 |
2000年 | 30篇 |
1999年 | 25篇 |
1998年 | 15篇 |
1997年 | 12篇 |
1996年 | 20篇 |
1995年 | 14篇 |
1994年 | 16篇 |
1993年 | 18篇 |
1992年 | 12篇 |
1991年 | 11篇 |
1990年 | 16篇 |
1989年 | 15篇 |
1988年 | 8篇 |
1987年 | 20篇 |
1986年 | 12篇 |
1985年 | 23篇 |
1984年 | 13篇 |
1983年 | 13篇 |
1982年 | 10篇 |
1980年 | 10篇 |
1979年 | 12篇 |
1977年 | 10篇 |
1976年 | 10篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1885年 | 5篇 |
1880年 | 5篇 |
排序方式: 共有2525条查询结果,搜索用时 15 毫秒
11.
Karla K. McGregor Natalie Langenfeld Sam Van Horne Jacob Oleson Matthew Anson Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments. 相似文献
12.
13.
The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted. 相似文献
14.
M. Jeanne Wilcox Shelley I. Gray Amy B. Guimond Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294
The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI. 相似文献
15.
Lem Stephanie Onghena Patrick Verschaffel Lieven Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2017,32(4):537-550
European Journal of Psychology of Education - Graphicacy is an important skill in today’s society; however, the interpretation of graphs proofs to be more difficult than it might seem. In... 相似文献
16.
17.
18.
19.
Déirdre Ní Chróinín Ailbhe Kenny Elaine Murtagh Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267
This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed. 相似文献
20.