全文获取类型
收费全文 | 718篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 556篇 |
科学研究 | 61篇 |
各国文化 | 13篇 |
体育 | 27篇 |
文化理论 | 22篇 |
信息传播 | 44篇 |
出版年
2020年 | 8篇 |
2019年 | 19篇 |
2018年 | 23篇 |
2017年 | 16篇 |
2016年 | 17篇 |
2015年 | 15篇 |
2014年 | 8篇 |
2013年 | 191篇 |
2012年 | 19篇 |
2011年 | 13篇 |
2010年 | 7篇 |
2009年 | 9篇 |
2008年 | 18篇 |
2007年 | 22篇 |
2006年 | 15篇 |
2005年 | 9篇 |
2004年 | 11篇 |
2003年 | 7篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 15篇 |
1999年 | 6篇 |
1997年 | 7篇 |
1996年 | 6篇 |
1995年 | 9篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 4篇 |
1991年 | 7篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 4篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1974年 | 5篇 |
1973年 | 8篇 |
1972年 | 10篇 |
1971年 | 4篇 |
1968年 | 9篇 |
1967年 | 4篇 |
1965年 | 4篇 |
1963年 | 4篇 |
1923年 | 4篇 |
1844年 | 4篇 |
排序方式: 共有723条查询结果,搜索用时 0 毫秒
71.
Robert Lee Chartrand James W. Norentz Jr. Rosario Joseph Tosiello James E. Brittain Harry L. Van Trees Dave Ingram 《Communication Booknotes Quarterly》2013,44(8):168-170
Robert Lee Chartrand and James W. Norentz, Jr., eds. Information Technology Serving, Society (Oxford and New York: Pergamon Press, 1979—E12.50/$25.00) Rosario Joseph Tosiello, The Birth and Early Years of the Bell Telephone System: 1376-1880 (New York: Aicno Press, 1979—$32.00) James E. Brittain, ed. Turning Points in American Electrical History (New York: Institute of Electrical and Electronic Engineers Press [dist. by John Wiley], 1977– $20.00, paper) Harry L. Van Trees, ed. Satellite Communications (New York: IEEE/John Wiley, 1979—$27.00, paper with a hardback edition available) Dave Ingram's Oscar: The Ham Radio Satellites (Blue Ridge Summit, Pa: Tab Books, 1979—$8.95/4.95) Clayton Hallmark's How to Repair Old-Time Radios (Blue Ridge Summit, Pa.: Tab Books, 1979—$12.95/7.95) Telecommunications Law Reform (American Enterprise Institute for Public Policy Research, 1150 17th St. NW, Washington, D.C. 20036 —price not given, paper) 相似文献
72.
73.
Franz Hilker Alan C. Purves Edmund King Fernand Hotyat Gordon Bishop Birger Bromsjö A. Harry Passow Willard C. Olson Gilbert de Landsheere Douglas M. McIntosh John I. Goodlad 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):356-376
74.
75.
Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching. 相似文献
76.
77.
78.
Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
79.
80.