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991.
Bruce F. Pennington 《Annals of dyslexia》1989,39(1):81-93
This paper reviews what is currently known about the genetics of dyslexia and shows how genetic studies can help clarify which
symptoms are primary and which are secondary in dyslexia. On the genetic side, current evidence supports the view that dyslexia
is familial, substantially heritable, and heterogeneous in its genetic mechanisms. At least some forms of familial dyslexia
appear to be autosomal dominant, with linkage studies supporting both a major locus on chromosome 15 and genetic heterogeneity.
On the symptom side, current evidence supports the view that the primary symptom in dyslexia is a deficit in the phonological
coding of written language. This primary symptom likewise appears to be heritable. Recent evidence suggests that the heritable
precursor to this written language deficit is a spoken language deficit in the skill of phoneme segmentation and awareness. 相似文献
992.
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
993.
994.
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
995.
Identification and reporting of child maltreatment by Head Start personnel: attitudes and experiences 总被引:1,自引:0,他引:1
A two-part questionnaire was administered to 143 Head Start personnel in order to determine how personal characteristics of the Head Start workers and the characteristics of the families they serve, affect the identification and reporting of child maltreatment. Of additional interest was whether some forms of maltreatment, once identified, would be more likely to be reported than other forms of maltreatment. The results support the efficacy of educational programs in child maltreatment for increasing the identification and reporting of maltreatment by workers. They also indicate that there are complex interactions between certain characteristics of the reporter (e.g., educational level) and prior training in maltreatment identification. Finally, neglect, although more frequently identified by the workers, appears to be least likely of all forms of maltreatment to be reported to official sources. Results are discussed in light of their implications for future research and practical application. 相似文献
996.
Quigley Cassie F. Herro Dani King Elizabeth Plank Holly 《Journal of Science Education and Technology》2020,29(4):499-518
Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the... 相似文献
997.
Francis J. Di Vesta F. Michael Finke 《Educational technology research and development : ETR & D》1985,33(4):285-293
The robustness of the effect of precise elaborations on memory and the relationship of these effects to metacognitions about
learning was investigated in two studies. Twenty-six naive experimenters administered prepared tasks to 130 subjects. Participants
rated the comprehensibility of each sentence as it was read. An unexpected cued-recall test with a confidence rating for each
answer given was administered, followed by rating the ease of learning the types of items used in three treatments: precisely
elaborated, imprecisely elaborated, and unelaborated base sentences. Both studies resulted in very similar findings: Memory
for precise elaborations was 50% greater than for either imprecisely elaborated or unelaborated statements. Comprehension
ratings of the three sets of statements were not significantly different. Confidence ratings of correctly answered items were
significantly higher than of incorrectly answered items. 相似文献
998.
Rebekka Darner Gougis Janet F. Stomberg Alicia T. O’Hare Catherine M. O’Reilly Nicholas E. Bader Thomas Meixner Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056
The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term. 相似文献
999.
1000.
In this paper we continue our search for a socially responsible science education by an examination of the trends in the Science,
Technology and Society movement. These trends reflect differing ideological perspectives and result in courses which serve
different ends. We identify two major flaws in the movement that inhibits the realization of a schooling in science dedicated
to democracy. We propose skills necessary for citizens to participate in debate over issues surrounding the impact of science
and technology on society and a teaching stategy to help develop them.
Specializations: social responsibility and the curriculum, ideology and comparative science education. 相似文献