全文获取类型
收费全文 | 1323篇 |
免费 | 19篇 |
专业分类
教育 | 1097篇 |
科学研究 | 24篇 |
各国文化 | 26篇 |
体育 | 47篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 134篇 |
出版年
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 34篇 |
2019年 | 61篇 |
2018年 | 73篇 |
2017年 | 67篇 |
2016年 | 61篇 |
2015年 | 29篇 |
2014年 | 61篇 |
2013年 | 281篇 |
2012年 | 41篇 |
2011年 | 49篇 |
2010年 | 38篇 |
2009年 | 48篇 |
2008年 | 45篇 |
2007年 | 43篇 |
2006年 | 35篇 |
2005年 | 36篇 |
2004年 | 24篇 |
2003年 | 31篇 |
2002年 | 24篇 |
2001年 | 16篇 |
2000年 | 17篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 17篇 |
1996年 | 5篇 |
1995年 | 11篇 |
1994年 | 17篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 16篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1976年 | 5篇 |
1973年 | 5篇 |
1971年 | 4篇 |
1968年 | 4篇 |
1967年 | 2篇 |
1966年 | 4篇 |
排序方式: 共有1342条查询结果,搜索用时 46 毫秒
941.
Christine M. Temple 《Reading and writing》1990,2(3):209-221
A six year follow-up of a previously documented case of developmental phonological dyslexia, is reported. Overal reading and spelling levels have risen significantly, but the qualitative nature of the performance has remained unchanged: impaired non-word reading; morphological and visuo-semantic paralexias; and function word substitutions in text. Rhyming skills also remain impaired. A higher proportion of errors are paralexias and within these a higher proportion are visuo-semantic or morphological. The error pattern of phonological dylexia is thus more pronounced than before. In spelling, only a minority of errors are phonologically plausible. There is no evidence of the mastery of the alphabetic stage of reading or the alphabetic stage of spelling. It is argued that A.H. is reading orthographically not logographically and that current reading models, which require passage through an alphabetic stage before attaining an orthographic stage, do not adequately account for individual variation in the acquisition of literacy skills.This work was supported by a research award from the Wolfson Foundation. Requests for reprints should be addressed to Dr. Christine Temple, The Neuropsychology Unit, Radcliffe Infirmary, Woodstock Road, Oxford OX2 6HE, United Kingdom. 相似文献
942.
OBJECTIVE: The objective was to examine the roles of cognition and affect in maternal use of physical punishment. METHOD: Through a review of the literature, distal and proximal predictors (cognitive and affective) of physical punishment use were identified. One hundred and ten mothers of 3-year-old children were interviewed regarding two disciplinary situations that occurred during the previous 2-week period that elicited their strongest reactions: one which resulted in the use of physical punishment (if this occurred) and one which did not. The individual and combined contributions of the predictors of physical punishment use were analyzed through logistic regression. RESULTS: The predictors of physical punishment following individual analyses were: maternal attitude toward physical punishment, maternal perception of the seriousness and intent of the child misbehavior, and maternal anger in response to the child misbehavior. Through multivariate analysis 54% of the variance in physical punishment use was explained. CONCLUSIONS: Both cognitive and affective factors affect the decision to use physical punishment with children. These findings can be useful in establishing parenting educational programming that is directed at decreasing the rates of physical punishment and subsequently child physical abuse. 相似文献
943.
Alan K. Goodboy Matthew M. Martin Christine E. Rittenour 《Communication Research Reports》2016,33(2):159-165
The study employed Social Dominance Theory in a communicative assessment of bullying in secondary education. Participants were 189 college students who completed a survey about their bullying perpetration in secondary school (physical victimization, verbal victimization, social manipulation, and attacks on property) and their current propensity to accept social hierarchy myths (social dominance orientation). Social dominance orientation was correlated positively with all four types of bullying behavior. Moreover, bullies’ sex moderated the relationships between social dominance orientation and physical forms of bullying (physical victimization, attacks on property). For communication scholars assessing bullying, these findings propose that this single variable (social dominance orientation) be included when addressing the psychological underpinnings of bullying behaviors. 相似文献
944.
Researchers in technical communication have recently begun to take advantage of the interactions taking place via computer-mediated communication as a rich source for research. Yet, although research in cyberspace is growing, there are few guidelines for researchers to follow. This article reviews three forms of technical communication research methods (ethnography, rhetorical analysis, and surveys) and raises preliminary issues to consider when using such research methods in cyberspace. These issues include privacy and author permissions. 相似文献
945.
Christine Ehrick 《Journal of Radio & Audio Media》2016,23(2):381-388
This article surveys efforts at preservation and diffusion of archival radio in Latin America. The region’s largest radio archives are housed within large sound libraries in Brazil and Mexico. Mexico’s Fonoteca Nacional, for example, houses the archives of XEW/Televisa Radio, the nation’s most important radio network. In countries like Argentina and Chile, radio preservation and diffusion has been a component of efforts to document and preserve the public memory of revolution and dictatorship during the Cold War era. While much remains to be done to secure the region’s radio patrimony, Latin American radio preservation has advanced significantly in recent years. 相似文献
946.
Ian Stoodley Elham Sayyad Abdi Christine Bruce Hilary Hughes 《Journal of Further & Higher Education》2018,42(3):402-414
In November 2012, Queensland University of Technology in Australia launched a giant interactive learning environment known as The Cube. This article reports a phenomenographic investigation into visitors’ different experiences of learning in The Cube. At present very little is known about people’s learning experience in spaces featuring large interactive screens. We observed many visitors to The Cube and interviewed 26 people. Our analysis identified critical variation across the visitors’ experience of learning in The Cube. The findings are discussed as the learning strategy (in terms of absorption, exploration, isolation and collaboration) and the content learned (in terms of technology, skills and topics). Other findings presented here are dimensions of the learning strategy and the content learned, with differing perspectives on each dimension. These outcomes provide early insights into the potential of giant interactive environments to enhance learning approaches and guide the design of innovative learning spaces in higher education. 相似文献
947.
Alex Lawson Christine Suurtamm 《Assessment in Education: Principles, Policy & Practice》2006,13(3):305-325
In 1997, the Ontario government, like many other jurisdictions, undertook systemic reform of their elementary school mathematics programme, developing a new mathematics curriculum, report card, and province‐wide assessment. The curricular reform embodied a new vision of mathematics learning and instruction that emphasized instruction using challenging problems, the student construction of multiple solution methods, and mathematical communication and defence of ideas. While the design of the original large‐scale assessment incorporated much of the latest research and theory on effective practices at that time, these traditional item development and scoring practices no longer adequately assess mathematics achievement in reform‐inspired classrooms. The difficulties of marrying traditional assessment practices with a reform‐inspired curriculum could be addressed by creating a construct definition from the recent research findings on students’ mathematical development in reform‐inspired classrooms. The importance, challenges and implications of redefining the construct on the basis of existing research on students’ mathematical development, as well as collapsing the traditional content‐by‐process matrix for item development, are explored. 相似文献
948.
949.
Jennifer Rowley Linda Banwell Sue Childs Patricia Gannon‐Leary Ray Lonsdale Christine Urquhart 《Learning, Media and Technology》2002,27(3):107-122
The User Behaviour Monitoring and Evaluation Framework has been established to investigate and profile the use of electronic information services (EIS) within higher education in the UK. Electronic information services are defined as: collections of information tools/products delivered to requesting users electronically, and usually computer mediated. This encompasses media of all types. This article discusses aspects of the methodology of the Framework, and preliminary findings from the first annual cycle of the Framework. Findings are based on interactions with 1500 users, including academic staff, library and information services staff, and students. Executed through three strands, the framework methodology uses an array of quantitative and qualitative approaches to lend a variety of insights into user behaviour with electronic information services, factors that encourage the use of electronic information services, and those that act as barriers to the effective integration of electronic information services into the learning experience. 相似文献
950.
Aviva Dorfman Christine Kenney Jennifer Deesta Lee Kathleen Dunham 《Journal of Early Childhood Teacher Education》2020,41(2):128-147
ABSTRACTFace-to-face time with students in the early childhood college setting is at a premium and often flies by before we begin to scratch the surface of active learning. Building a community of learners is one of our main goals as instructors; therefore, we strive to set up active learning environments optimal for all students. This reflection on practice highlights the text connections learning strategy, describes how four early childhood education instructors use it, and analyzes its theoretical underpinnings to investigate how it helps students learn to contribute to the learning of all. Student examples and reflections from the instructors are included. 相似文献