全文获取类型
收费全文 | 9652篇 |
免费 | 129篇 |
国内免费 | 6篇 |
专业分类
教育 | 6534篇 |
科学研究 | 1108篇 |
各国文化 | 329篇 |
体育 | 721篇 |
综合类 | 4篇 |
文化理论 | 66篇 |
信息传播 | 1025篇 |
出版年
2021年 | 89篇 |
2020年 | 128篇 |
2019年 | 180篇 |
2018年 | 228篇 |
2017年 | 251篇 |
2016年 | 223篇 |
2015年 | 153篇 |
2014年 | 191篇 |
2013年 | 1706篇 |
2012年 | 204篇 |
2011年 | 203篇 |
2010年 | 179篇 |
2009年 | 182篇 |
2008年 | 237篇 |
2007年 | 221篇 |
2006年 | 185篇 |
2005年 | 184篇 |
2004年 | 187篇 |
2003年 | 123篇 |
2002年 | 138篇 |
2001年 | 167篇 |
2000年 | 195篇 |
1999年 | 170篇 |
1998年 | 91篇 |
1997年 | 91篇 |
1996年 | 77篇 |
1994年 | 75篇 |
1993年 | 86篇 |
1992年 | 138篇 |
1991年 | 155篇 |
1990年 | 156篇 |
1989年 | 163篇 |
1988年 | 122篇 |
1987年 | 120篇 |
1986年 | 119篇 |
1985年 | 158篇 |
1984年 | 127篇 |
1983年 | 120篇 |
1982年 | 99篇 |
1981年 | 84篇 |
1980年 | 93篇 |
1979年 | 144篇 |
1978年 | 90篇 |
1977年 | 91篇 |
1976年 | 80篇 |
1975年 | 77篇 |
1974年 | 88篇 |
1973年 | 84篇 |
1971年 | 74篇 |
1968年 | 74篇 |
排序方式: 共有9787条查询结果,搜索用时 15 毫秒
81.
It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding their model to include a formal role for clinicians. Including clinicians who work with children with learning problems brings an important perspective to the translational work. For example, the integration of the concept of “differential diagnosis,” a core precept in clinical medicine, would bring needed diagnostic specificity to the field of MBE. We describe a virtual infrastructure for collaboration, or “collaboratory,” consisting of research scientists, educators, and clinicians, linked to an academic institution. We anticipate that MBE graduates can play a critical role in the collaboratory model. With additional training, they can become “neuroeducators” capable of moving comfortably among the disciplines, building linkages, fostering communication, and facilitating collaboration. 相似文献
82.
Peter Davies 《Curriculum Journal》2013,24(2):217-232
This article describes the adaptation of ‘story grammar’ to developing the subject understanding and literacy of 14–16-year-old students. ‘Story grammar” analyses the structure of episodes of a typical story and it was developed through research into the narrative development of younger, frequently language-delayed, children. Reasons for expecting this story grammar to provide a helpful basis for teaching older students are summarized. An application of story grammar in teaching business studies is described through the activities designed for students and evidence from students' work. Implications for understanding of literacy in a subject context are discussed. 相似文献
83.
Based on a cross-sectional, longitudinal follow-up study of graduates from our master's-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs. 相似文献
84.
85.
86.
87.
88.
89.
S J Muncer B S Gorman S Gorman D Bibel 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):5-10
Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right-justified format and in'ragged'uneven line format. Subjects performed significantly worse on right-justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers. 相似文献
90.
A. N. Gurov Yu. G. Goncharova G. B. Bubyakin 《Scientific and Technical Information Processing》2016,43(2):88-94
The concept of “open access” to scientific and teaching information has become one of the specific forms of the worldwide trend towards the formation of global interactive knowledge. This paper presents the basic information on open access (OA) to scientific and teaching information, its current status, financing options, problems and prospects of development, and the participation of Russia in this process. 相似文献