全文获取类型
收费全文 | 23468篇 |
免费 | 108篇 |
国内免费 | 9篇 |
专业分类
教育 | 16951篇 |
科学研究 | 2690篇 |
各国文化 | 148篇 |
体育 | 1103篇 |
综合类 | 6篇 |
文化理论 | 485篇 |
信息传播 | 2202篇 |
出版年
2020年 | 135篇 |
2019年 | 220篇 |
2018年 | 2436篇 |
2017年 | 2391篇 |
2016年 | 1860篇 |
2015年 | 291篇 |
2014年 | 361篇 |
2013年 | 2378篇 |
2012年 | 444篇 |
2011年 | 984篇 |
2010年 | 1054篇 |
2009年 | 637篇 |
2008年 | 895篇 |
2007年 | 1413篇 |
2006年 | 267篇 |
2005年 | 566篇 |
2004年 | 618篇 |
2003年 | 524篇 |
2002年 | 274篇 |
2001年 | 146篇 |
2000年 | 188篇 |
1999年 | 143篇 |
1998年 | 97篇 |
1997年 | 116篇 |
1996年 | 98篇 |
1995年 | 89篇 |
1994年 | 118篇 |
1993年 | 117篇 |
1992年 | 151篇 |
1991年 | 164篇 |
1990年 | 163篇 |
1989年 | 162篇 |
1988年 | 133篇 |
1987年 | 145篇 |
1986年 | 151篇 |
1985年 | 165篇 |
1984年 | 157篇 |
1983年 | 157篇 |
1982年 | 123篇 |
1981年 | 136篇 |
1980年 | 113篇 |
1979年 | 152篇 |
1978年 | 157篇 |
1977年 | 108篇 |
1976年 | 113篇 |
1975年 | 101篇 |
1974年 | 84篇 |
1973年 | 101篇 |
1972年 | 86篇 |
1970年 | 83篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
41.
Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt. 相似文献
42.
Renáta Tichá Christine A. Espin Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142
The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest. 相似文献
43.
44.
45.
46.
Mechtild Gomolla 《Zeitschrift für Erziehungswissenschaft》2007,10(1):126-127
Ohne Zusammenfassung 相似文献
47.
48.
Anne W. Graves Russell Gersten Diane Haager 《Learning disabilities research & practice》2004,19(4):262-272
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed. 相似文献
49.
50.
Teachers in a large, all-male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such 'disruption' to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken. 相似文献