全文获取类型
收费全文 | 1914篇 |
免费 | 47篇 |
国内免费 | 1篇 |
专业分类
教育 | 1654篇 |
科学研究 | 33篇 |
各国文化 | 17篇 |
体育 | 61篇 |
文化理论 | 14篇 |
信息传播 | 183篇 |
出版年
2023年 | 8篇 |
2021年 | 14篇 |
2020年 | 28篇 |
2019年 | 38篇 |
2018年 | 52篇 |
2017年 | 44篇 |
2016年 | 49篇 |
2015年 | 33篇 |
2014年 | 47篇 |
2013年 | 406篇 |
2012年 | 64篇 |
2011年 | 66篇 |
2010年 | 57篇 |
2009年 | 53篇 |
2008年 | 52篇 |
2007年 | 52篇 |
2006年 | 59篇 |
2005年 | 49篇 |
2004年 | 42篇 |
2003年 | 41篇 |
2002年 | 48篇 |
2001年 | 30篇 |
2000年 | 37篇 |
1999年 | 30篇 |
1998年 | 23篇 |
1997年 | 23篇 |
1996年 | 24篇 |
1995年 | 30篇 |
1994年 | 23篇 |
1993年 | 23篇 |
1992年 | 23篇 |
1991年 | 20篇 |
1990年 | 28篇 |
1989年 | 24篇 |
1988年 | 19篇 |
1987年 | 20篇 |
1986年 | 21篇 |
1985年 | 24篇 |
1984年 | 20篇 |
1983年 | 19篇 |
1982年 | 22篇 |
1981年 | 27篇 |
1980年 | 15篇 |
1979年 | 16篇 |
1978年 | 12篇 |
1977年 | 19篇 |
1976年 | 11篇 |
1975年 | 9篇 |
1974年 | 17篇 |
1973年 | 10篇 |
排序方式: 共有1962条查询结果,搜索用时 15 毫秒
221.
222.
Marilyn P. Arnone Barbara L. Grabowski 《Educational technology research and development : ETR & D》1992,40(1):15-27
The purpose of this study was to evaluate the effectiveness of variations in learner control on children's level of curiosity and learning from computer-based interactive video (CBIV). The content was presented as a videodisc visit to an art museum and contained both facts and concepts. A posttest-only control group design was employed with 101 first-and second-grade subjects randomly assigned to one of three experimental conditions—Program Control, Learner Control, Learner Control with Advisement—or a control group. The dependent variables were achievement and three measures of curiosity. Children in the Learner Control with Advisement group scored significantly higher on the achievement posttest than the Learner Control subjects or control group. No differences were found between the Program Control and either of the Learner Control groups. For the curiosity measures, the Learner Control with Advisement subjects scored significantly higher than the control group on Content Exploration, and the subjects in the control group scored significantly higher than those in the Program Control group on Persistence. 相似文献
223.
Ohne Zusammenfassung
相似文献
224.
David F. Bjorklund Wolfgang Schneider Katherine Kipp Harnishfeger William S. Cassel Barbara R. Bjorklund Jean E. Bernholtz 《Contemporary educational psychology》1992,17(4)
High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation. 相似文献
225.
226.
227.
Chiara Meneghetti Barbara Carretti Rossana De Beni 《Learning and individual differences》2006,16(4):291-301
The aim of this study was to understand whether the reading comprehension process is better explained by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better accounts for the data compared to a one or a three factors model. Results confirmed the hypothesis which distinguishes between ‘basic’ and ‘complex’ aspects of reading comprehension. The second goal of the study was to analyze the relationship between the two-components model and scholastic achievement. Our results highlighted that the more ‘complex’ aspects of reading comprehension, reflecting some metacognitive knowledge and control processes, are the better predictors of scholastic achievement. 相似文献
228.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. 相似文献
229.
David McConnell 《Higher Education》2018,75(6):1031-1045
Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based universities, concerning their conceptions and beliefs of e-learning. The interviews were analysed from a grounded theory perspective that gave rise to seven emerging themes, namely: the ‘centrality of the lecture’, ‘online cooperative learning’, ‘network learning’, ‘student learning’, ‘lecture plus online work’, ‘infrastructure and access’ and ‘professional development’. Discussion of these emerging themes helps us understand the ways in which these teachers think about e-learning and teaching, the beliefs they hold about their ‘e’ practice, the ways in which they implement e-learning, the problems they face in incorporating e-learning into their courses and the ways in which they perceive e-learners. This provides a fascinating and unique insight into e-learning in Chinese higher education. Evidence shows that it is a complex area with many influences, some of which can be attributed to social, cultural and Confucian-heritage factors. It is concluded that, despite enthusiasm by some for innovating e-learning, the dominance of traditional teaching methods in China suggest that the conditions for mainstreaming e-learning in the near future are not strong. 相似文献
230.
In order to investigate the relation between reading accuracy and speech processing, 20 children from grades 2 and 3 who were
skilled in reading were compared with 20 less skilled readers on a speech perception and production task. The two groups of
readers were indistinguishable in their production of the two-syllable words dippy, deepy, tippy, and teepy and in their perception
of the stop consonants /d/ versus /t/. Less skilled readers were significantly less accurate than the skilled readers in a
vowel identification task involving the lax and tense high vowels /i/ and /i/. The error pattern for vowel identification was similar across groups, with both groups making fewer errors when
short and longer segments were alternated. The results imply that vowel phonemes are less securely represented in the perceptual
system of less skilled readers than are consonant phonemes. In addition, the results raise the possibility that a selective
perceptual impairment underlies at least some of the phonemic awareness problems that have been associated with poor reading. 相似文献