全文获取类型
收费全文 | 270篇 |
免费 | 3篇 |
专业分类
教育 | 197篇 |
科学研究 | 16篇 |
各国文化 | 3篇 |
体育 | 26篇 |
文化理论 | 10篇 |
信息传播 | 21篇 |
出版年
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 11篇 |
2016年 | 8篇 |
2015年 | 5篇 |
2014年 | 7篇 |
2013年 | 65篇 |
2012年 | 12篇 |
2011年 | 5篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 3篇 |
2007年 | 4篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1997年 | 3篇 |
1994年 | 4篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1973年 | 2篇 |
1972年 | 5篇 |
1970年 | 2篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1967年 | 2篇 |
1966年 | 4篇 |
1964年 | 2篇 |
1959年 | 2篇 |
1941年 | 1篇 |
1929年 | 1篇 |
1923年 | 1篇 |
排序方式: 共有273条查询结果,搜索用时 203 毫秒
101.
David H. Arnold Janis B. Kupersmidt Mary Ellen Voegler-Lee Nastassja A. Marshall 《Early childhood research quarterly》2012
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. 相似文献
102.
103.
104.
Benjamin W. Wormald Scarpa Schoeman Arnold Somasunderam Michelle Penn 《Anatomical sciences education》2009,2(5):199-204
The debate around which factors drive medical students' learning is ongoing and controversial. What is the influence of an assessment's weighting on the motivation of students to study the particular subject? One medical school in London is in a unique position to investigate this question. At our institution, the weighting of Anatomy within the overall scheme of assessment has changed twice in recent years, a trend of increased weighting. This enabled a comparative investigation into the effect these changes have had on the students' motivation to learn Anatomy. A five‐point Likert‐scale questionnaire survey was used to evaluate students. A section within a broad survey of Anatomy teaching and learning at our institution was dedicated to the evaluation of the amount of weighting Anatomy received within the assessment structure and the effect this had on students' motivation toward learning the subject. Increasing Anatomy's weighting within the scheme of assessment produced a dramatic increasing trend toward students' motivation to learn Anatomy. The weighting of Anatomy has a profound effect on students' motivation to learn it. Although multifactorial and complex in nature, medical students' self‐reported drive to study a subject is directly influenced by the weighting of the subject in the overall scheme of assessment. Anat Sci Educ 2:199–204, 2009. © 2009 American Association of Anatomists. 相似文献
105.
106.
107.
Refraction tables used in navigation and surveying are almost all derived from those of Bessel, whose computations, based on English star observations, assume that atmospheric temperature decreases with height at the rate of about 0.6 F.° per 1,000 ft. Neither this assumption nor that of any subsequent investigator is entirely in accord with present-day knowledge of atmospheric structure, which generally has a temperature decrease of around 3 F.° per 1,000 ft. to the tropopause, with widely varying conditions above it. The Bessel tables in general use cannot be extrapolated for surface air temperatures much different from 50° F.; in particular, for extreme cold conditions it is desirable to use, in place of the actual air temperature, the refractive temperature, which is that temperature for which the refraction correction given in the tables equals the correction which is actually required, and which may be estimated from general climatic considerations. 相似文献
108.
109.
Schools have an obligation to assess the literacy skills of their students, and the provision of reading instruction to students includes the ability to measure progress in this area. However, the design of reading tests includes the ability not only to read words, but also the ability to verbalise them. This presents a particular challenge for practitioners working with students with autism spectrum disorders (ASD) who can be nonverbal in many cases. How this issue is generally overcome is currently unknown. A survey was developed, in the form of an online multiple‐choice questionnaire, in order to determine which tests are currently being used in the UK to assess the reading abilities of nonverbal students, and to examine the opinions of the education practitioners who use them, in relation to their suitability. Using the schools web directory, e‐mail invitations were sent to 1,050 special educational needs schools across the UK, and 70 schools responded to the invitation. Respondents suggested that the majority of practitioners hold little faith in the ability of current reading assessments to provide an accurate picture of reading ability for students with ASD, and this holds particularly true for nonverbal pupils with ASD. One purpose of education assessment is to establish a baseline of students’ ability in order to plan for lifelong learning and achievement. If there is an inability on the part of schools accurately to assess the reading abilities of nonverbal students with ASD, then it would be fair to assume that this could have a negative impact on the provision of learning opportunities for this population. 相似文献
110.