全文获取类型
收费全文 | 577篇 |
免费 | 6篇 |
专业分类
教育 | 456篇 |
科学研究 | 38篇 |
各国文化 | 10篇 |
体育 | 38篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 32篇 |
出版年
2021年 | 9篇 |
2020年 | 6篇 |
2019年 | 16篇 |
2018年 | 9篇 |
2017年 | 14篇 |
2016年 | 8篇 |
2015年 | 8篇 |
2014年 | 14篇 |
2013年 | 110篇 |
2012年 | 15篇 |
2011年 | 19篇 |
2010年 | 19篇 |
2009年 | 11篇 |
2008年 | 13篇 |
2007年 | 10篇 |
2006年 | 13篇 |
2005年 | 7篇 |
2004年 | 15篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 10篇 |
2000年 | 10篇 |
1999年 | 12篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 9篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 7篇 |
1990年 | 8篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 12篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1974年 | 4篇 |
1972年 | 3篇 |
1971年 | 3篇 |
1920年 | 2篇 |
1899年 | 2篇 |
排序方式: 共有583条查询结果,搜索用时 15 毫秒
61.
62.
Peter Blatchford Harvey Goldstein Peter Mortimore 《International Journal of Educational Research》1998,29(8):691-710
Research findings on class size differences need to be examined carefully because of their far reaching pedagogical and resource implications. An examination of research on the possible causal effect of class size differences on pupil progress, and on possible mediating factors, also raises important issues for educational research in general. In this chapter critically different approaches to research on class size effects are reviewed and an approach used in current research at the Institute of Education, that seems most likely to inform this controversial topic is described. Researchers need to pay more attention to providing a more reliable and valid measure of class size itself. In keeping with the bulk of research in this area the emphasis is on quantitative approaches, although possible limitations and alternative research approaches are considered. Limitations of earlier cross sectional research are examined, and the well-known STAR research is used to highlight some limitations of experimental designs. Finally, the advantages of longitudinal research, using multi-level modelling techniques, are examined. 相似文献
63.
Teaching [and] Historical Understanding: Disciplining Historical Imagination with Historical Context
Harvey J. Graff 《Interchange》1999,30(2):143-169
The form, content, and practice of history has shifted including changes in conceptualization and practice that came in viewing history as social science, critiques and reconstructions of historical forms of knowledge, and debates about form, format, genre, and discourse. The central argument of this essay begins with the claim that history is a distinctive discipline. It's distinction lies not only, or even primarily, in its subject matter or materials. Rather, history is distinct as a form of inquiry and mode of understanding, with distinguishing characteristics of historical context and historical imagination. Important implications follow. 相似文献
64.
65.
Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not
engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females
are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable
(http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections
and impede female progression through technology classes. It is these factors that our educational system must address.
Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening
classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi,
1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice,
1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to
pursue higher level computer classes.
Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once
outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology
gap (Kumagi, 1995). 相似文献
66.
Harvey Goldstein 《比较教育学》2004,40(1):7-14
It is argued that the ambitious programme ‘Education for All’, launched by UNESCO, could be seriously undermined by its reliance upon the achievement of numerical ‘targets’. Evidence from existing attempts by countries to impose educational targets reveals undesirable side‐effects and distortions of educational systems. The paper explores some of the possible consequences of UNESCO's adherence to such targets. 相似文献
67.
68.
This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children-Revised (< 80; 81-90; 91-109; 110-140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual-orthographic as opposed to phonological processing in English. 相似文献
69.
Harvey Kantor 《Educational theory》1978,28(3):175-185
70.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. 相似文献