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991.
David Braze Leonard Katz James S. Magnuson W. Einar Mencl Whitney Tabor Julie A. Van Dyke Tao Gong Clinton L. Johns Donald P. Shankweiler 《Reading and writing》2016,29(3):435-451
Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC. 相似文献
992.
Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology 1 were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education. 相似文献
993.
David Moseley 《Journal of Research in Reading》2004,27(2):132-140
Parallel versions of a new multiple‐choice word‐recognition test were administered to 1019 and 590 Year‐1 pupils respectively. The test format was based on a published test of Word Recognition and Phonic Skills and was intended to provide reliable diagnostic information. It was found that internally consistent measures of three types of word recognition error could be derived (relating to consonants, vowels and phoneme omission), but that scales for letter order errors were unreliable. Information about the length of words which an individual can usually recognise, the proportion of high frequency to low frequency words recognised and the relative ease of recognising regular and irregular words were also considered as having possible implications for teaching. Of these measures, only word length was found to be a strong independent predictor of word recognition. Implications of these findings for the future development of norm‐referenced tests that at the same time provide objective feedback about individual strengths and weaknesses are discussed. 相似文献
994.
The role of analogies in promoting conceptual change in biology 总被引:1,自引:0,他引:1
Four analogies which were used to teach biology topics by four different teachers were analysed from different theoretical perspectives to determine the key role they had to play in the process of conceptual change. A supermarket analogy for the classification of living things was described using the Posner et al. (1982) view of conceptual change as having the role of a sense maker. A car cooling system analogy for human temperature homeostasis was found to play the role of a memory aid and was best explained by considering Vosniadou's (1994) framework theory and mental models perspective of conceptual change. A fluid mosaic analogy for cell membranes was used by the teacher as a transformer and was best explained by Chi et al.'s (1994) ontological category perspective of conceptual change. Finally, a bucket and pump analogy used to teach the stucture and function of the heart was described as a motivator and was viewed through the motivational perspective of conceptual change of Pintrich et al. (1993). The paper concludes that learning in different situations can best be explained by different perspectives of conceptual change and that these perspectives have much to tell us about the normal shifts in conceptual understanding as well as radical conceptual change. 相似文献
995.
Tolerance to an environmental cold challenge in rats is eliminated when cold exposure occurs in a context different from the adaptation context, indicating that learning mechanisms play a role in thermoregulation (Riccio, MacArdy, & Kissinger, 1991). This finding, analogous to outcomes obtained with drug tolerance, was investigated in the present study. Experiment 1 demonstrated that a change in both proximal and distal contextual cues disrupts an established cold adaptation, an outcome consistent with the view that associative processes contribute to the tolerance. In Experiment 2, although cold tolerance persisted over a 7-day retention interval, the disruption of tolerance by a shift in context was attenuated with the delay of testing. This finding suggests that the precise stimulus attributes of the context were forgotten over the interval. Experiment 3 demonstrated that cold-tolerance disruption is due to the actual change in context and not to novelty of the test context. Experiment 4 showed that changing the context associated with each cold exposure impaired the development of tolerance. The results of these experiments provide additional evidence that cold tolerance is regulated at least partially by associative learning processes. 相似文献
996.
997.
998.
Do Costs Differ Between For-Profit and Not-for-Profit Producers of Higher Education? 总被引:1,自引:0,他引:1
In theory, not-for-profit organizations will be characterized by higher production costs per unit of output than for-profit producers of otherwise-identical goods/services, since profit maximization implies cost minimization per unit of output; breaking even does not imply cost minimization and, indeed, may imply inflated costs. We explore the empirical validity of this hypothesis in the context of higher education. Using 1996 data, we estimate multiproduct cost functions for 1,450 public, 1,316 private, not-for-profit, and 176 private, for-profit institutions of higher education in the United States. We fail to find a statistically significant difference between for-profit and not-for-profit private providers, but do find a statistically significant difference between private, not-for-profit institutions and public institutions. 相似文献
999.
Abstract Microcomputer aided instruction often provides pupils with a means of obtaining assistance. The findings of an initial study suggested that experience on a microcomputer task with a help facility does not necessarily lead to improved performance. The frequent use of a help facility was associated with poorer concurrent performance and was associated with poorer performance when the help facility was no longer available. The possibility that the effects of the help facility were confounded by other variables led to a second controlled investigation of this issue. This experiment confirmed that a help facility was of no significant benefit and appeared to interfere with some aspects of the pupils’ performance. The initial investigation also examined other sources of influence on computer‐based problem solving. It was found that, as predicted, pupils with an intrinsic orientation tended to use a help facility less and to choose more difficult problems. However, pupils who were intrinsically orientated were not found to be any better at computer‐based problem solving than pupils who were less intrinsically orientated. Finally, no differences were found in computer‐based problem solving according to gender or the pupils’ access to home computers. 相似文献
1000.
Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms
This study investigates whether the generation of exploratory talk in grade seven, second-language science classrooms in the Eastern Cape Province, South Africa, has a positive effect on learners in terms of their problem-solving and reasoning skills and whether socio-cultural milieus (urban, peri-urban and rural settings of schools) have an effect on any cognitive gains that may be made by learners. The findings were that there is a clear and statistically significant improvement in the mean test scores on problem-solving and reasoning of pupils who participated in the classroom discussion initiative (exploratory talk) over those of the comparison groups. This result was consistent in both the first- and second-studies that were undertaken. There was also a significant difference between the gains in problem-solving and reasoning test scores of the three socio-geographical settings in which the participating schools are found. 相似文献