全文获取类型
收费全文 | 8375篇 |
免费 | 142篇 |
国内免费 | 7篇 |
专业分类
教育 | 6145篇 |
科学研究 | 500篇 |
各国文化 | 161篇 |
体育 | 694篇 |
综合类 | 3篇 |
文化理论 | 128篇 |
信息传播 | 893篇 |
出版年
2022年 | 50篇 |
2021年 | 76篇 |
2020年 | 149篇 |
2019年 | 211篇 |
2018年 | 287篇 |
2017年 | 307篇 |
2016年 | 292篇 |
2015年 | 220篇 |
2014年 | 239篇 |
2013年 | 1832篇 |
2012年 | 227篇 |
2011年 | 228篇 |
2010年 | 208篇 |
2009年 | 181篇 |
2008年 | 278篇 |
2007年 | 209篇 |
2006年 | 207篇 |
2005年 | 192篇 |
2004年 | 150篇 |
2003年 | 182篇 |
2002年 | 163篇 |
2001年 | 132篇 |
2000年 | 116篇 |
1999年 | 112篇 |
1998年 | 106篇 |
1997年 | 108篇 |
1996年 | 116篇 |
1995年 | 122篇 |
1994年 | 116篇 |
1993年 | 92篇 |
1992年 | 110篇 |
1991年 | 105篇 |
1990年 | 101篇 |
1989年 | 92篇 |
1988年 | 84篇 |
1987年 | 70篇 |
1986年 | 65篇 |
1985年 | 72篇 |
1984年 | 60篇 |
1983年 | 75篇 |
1982年 | 73篇 |
1981年 | 78篇 |
1980年 | 82篇 |
1979年 | 74篇 |
1978年 | 54篇 |
1977年 | 44篇 |
1976年 | 52篇 |
1975年 | 43篇 |
1974年 | 40篇 |
1971年 | 29篇 |
排序方式: 共有8524条查询结果,搜索用时 15 毫秒
961.
David Sancho 《Globalisation, Societies & Education》2016,14(4):477-491
This paper investigates the emergence of ‘internationalised’ schools as a form of middle-class aspiration in Kochi, India. It complements recent literature on the growth of international schools catering for host country elites, and shows how private schools are actively engaged in extending the aspiration for internationalised education among the city’s middle classes. The article shows how internationalised schooling has penetrated beyond Indian metropoles into secondary cities. It provides a detailed ethnographic account of how a private school has rebranded itself as an ‘internationalised’ school, involving the introduction of new practices and the repackaging of the school’s old nationalist project. 相似文献
962.
963.
964.
965.
966.
967.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
968.
969.
970.
Working memory is where we “think” as we learn. A notion that emerges as a synthesis from several threads in the research
literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory
resource allocation is instigated and sustained. This paper reviews much literature on motivation and working memory, and
concludes that the apparent novelty of the proposal offered to describe motivation in terms of working memory results from
the apparent lack of cross-channel exchange among these research traditions. The relation between working memory and motivation
is explored in the context of the interactive compensatory model of learning (ICML) in which learning is considered to result
from the interaction of ability, motivation, and prior learning. The ICML is recast in light of the revised definition of
motivation offered here. This paper goes on to suggest ways in which a range of teaching and learning issues and activities
may be reconceptualized in the context of a model emphasizing a learner's working memory that makes use of chunks of previously
acquired knowledge. 相似文献