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721.
722.
Wen‐Yau Cathy Lin 《Learned Publishing》2017,30(3):193-204
This research explores the performance of Asian S&T journals based on the outcomes of various citation indicators. Indexed by Journal Citation Reports – Science Citation Index Expanded (JCR‐SCIE), journals published in China, Japan, India, Singapore, South Korea, and Taiwan between the years 2008 and 2012 are collected and analysed using bibliometrics and statistics methods. Results showed that the mean impact factor (IF) value of the journals from all countries was less than 1.3 throughout the period. Only journals from China and Japan had a mean IF or 5‐year IF (5Y‐IF) value exceeding 1. The self‐cited rate of the journals from South Korea remained the highest among selected countries but showed a declining trend every year. The self‐cited rates among journals from all the six Asian countries did not considerably affect the journals’ IF values. The results revealed that the IF‐based ranking factor (IF‐RF) of Chinese and Japanese journals in various subject fields constantly improved from 2008 to 2012, but this improvement trend was not observed in journals from the other four countries. Overall, the journals from Japan and China demonstrated stronger impacts than those from the other countries. 相似文献
723.
This paper describes the effect of teacher comments, students’ demographic information and learning management system utilisation on student final scores in algebra courses in a K–12 virtual learning environment. Students taking algebra courses in a state virtual school in the Midwestern US region during 2007–2008 participated in this study. Student final scores on these courses were collected using tests administered at the end of semester in the virtual school courses. The hierarchical linear modelling technique was used for data analysis to account for the influence of school characteristics on student final scores. The results show these factors have different influences on student final scores in different algebra courses. The discussion of the findings addresses the implications for teaching. 相似文献
724.
生命教育、生存教育和生活教育一体化课堂教学是课程改革的主旋律,也是素质教育的进一步深化。其基本价值取向是课堂教学效率的最大化,目标价值取向是生命教育、生存教育和生活教育的协调发展,行为价值取向是开放课堂教学。 相似文献
725.
There is a need for systemic improvement in the management of care records in Australia. This has been highlighted by government inquiries, media coverage and research literature relating to the significance of records for those who experience out-of-home care. The Who Am I? project – an interdisciplinary collaboration between historians, social workers and archivists – sought to address this concern and support positive change in 12 participating community service organisations (CSOs) in Victoria. To provide a framework for practice improvement, research archivists on the Who Am I? team designed the Self-Assessment Tool for Archives. Based on an action research methodology and influenced by the Records Continuum, this was an ‘educative intervention’ for the CSOs, as well as the participating archivists. 相似文献
726.
Shek Kam Tse Ference Marton Wing Wah Ki Elizabeth Ka Yee Loh 《Instructional Science》2007,35(5):375-406
This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters
by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils
are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child
usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed
an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters.
Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil,
attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational
clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise
crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After
an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that
yields strong support for the efficacy of the approach. 相似文献
727.
科学开发和利用体育课程的自然资源 总被引:1,自引:0,他引:1
随着世界经济的发展和社会物质文化水平的提高,人们更加对自然资源环境的爱护与开发。学校教育应以人为本,遵照体育卫生原则,优化校园环境非常必要。为了每一位学生的健康,首先应向学生实施人类生存的环保意识教育,科学地进行体育与健康课程的开发利用,以更好的维护和提高学生的健康质量。 相似文献
728.
Fiona M. Collins Cathy Svensson 《Early Years: An International Journal of Research and Development》2008,28(1):81-91
This article explores the reading behaviours of 10 young competent nursery and reception children, The 10 children were selected from a group of 54 case study children involved in the national Bookstart evaluation study, Bookstart: Planting a Seed for Life (2005). This group of young readers, from different socioeconomic groups, were identified as reading in advance of their peers. The first part of this article explores the children's attitudes to reading, their responses to selected texts and their understanding of early phonological and letter knowledge. Second, the article reports on the findings from interviews with the parents of these children in order to illuminate the home literacy events that shape these young children's reading competences. 相似文献
729.
Raymond E. Webster Cathy W. Hall Michael B. Brown Larry M. Bolen 《Psychology in the schools》1996,33(3):193-201
This study assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Mode of presentation (visual vs. auditory), type of memory processing (immediate, short-term, and long-term), and order of recall (ordered vs. unordered) were assessed using the Learning Efficiency Test-II (LET-II). Both groups demonstrated difficulty with auditory ordered recall and lost substantial information from immediate memory to short-term and long-term memory stores. The ADHD/LD group also demonstrated more difficulty with ordered recall than the ADHD only group. While there were no differences between the two groups in regard to immediate recall, the ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than the ADHD only group. Verbal interference effects significantly decreased retention for both visual and auditory processing. Results indicate that ADHD alone presents significant problems in information processing, but the comorbid effects of a learning disability further intensify the negative impact of ADHD. © 1996 John Wiley & Sons, Inc. 相似文献
730.