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871.
College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases 总被引:1,自引:0,他引:1
This paper is a report of the Australian segment of an international multi-campus project centred on improving understanding
of the Moon’s phases for preservice teachers. Instructional strategies adopted for a science education subject enabled Australian
participants to make extended observations of the Moon’s phases and keep observational data records which were shared in asynchronous
on-line discussion with fellow preservice teachers in the USA. An adaptation of an online inventory of lunar phases was completed
by participants before and after the observation cycle. The analysis of inventory data showed that although there was statistically
significant overall improvement in mean scores for the inventory this could be accounted for by statistically significant
increases in only some conceptual domains related to the lunar phases. In addition, the findings indicate that some concepts
involved in having a deep understanding of lunar phases can be improved by instruction however, misunderstandings of other
concepts involved in lunar phases are difficult to change and may require increased attention to developing students’ visual-spatial
capabilities. 相似文献
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Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming 总被引:1,自引:0,他引:1
Hay I Elias G Fielding-Barnsley R Homel R Freiberg K 《Journal of learning disabilities》2007,40(5):400-409
Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming. 相似文献
876.
Ian Thompson 《Educational Studies in Mathematics》1994,26(4):323-345
The research reported in this paper is concerned with the natural written algorithms created by nine- and ten-year olds when solving simple addition problems. It was undertaken with one hundred and seventeen children in Year 5 (Grade 4), who, because of their involvement in the Calculator Aware Number Curriculum (CAN) Project, had not been taught traditional pencil-and-paper algorithms for the basic operations. This provided an opportunity to investigate their responses when asked to solve a selection of additive word problems on paper without the use of calculators. The children's solutions were analyzed in terms of directionality of working and the emergence or otherwise of standard or idiosyncratic written algorithms. A preference for a horizontal layout and for working from left to right was shown to exist, and the children produced a wide variety of original and creative written algorithms. 相似文献
877.
Ian Harwood 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):587-597
This case study outlines the events of a recent summative computer‐aided assessment (CAA) failure involving 280 first‐year undergraduate students. Post‐test analysis found that the central server had become unexpectedly overloaded, thereby causing the CAA to be abandoned. Practical advice on just what to do in the event of a summative CAA failure is virtually non‐existent in the related literature. In response, this paper provides a detailed account of the post‐failure analysis and recovery activities from a practitioner's (ie, academic) viewpoint. Supported by empirical evidence, the research shows how the concept of “optional substitution” was developed as a pragmatic, equitable, and broadly acceptable solution to the problem. 相似文献
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Ivan Dalley Crozier Susan Hardy David Rutledge Niall Shanks Ian J. Slater Daryn Lehoux Alan Chalmers Shaughan Lavine Richard McDonough Paul Redding Katherine Neal David J. Stump Nicolas Rasmussen Fa-ti Fan David Oldroyd Iain Davidson Hanne Andersen Vassiliki Betty Smocovitis Ivan Crozier Anjan Chakravartty King’s College John Laurent Ian Tyrell Susan Spath Roy MacLeod 《Metascience》2001,10(3):412-506
880.
This autobiographical narrative explores how close childhood friendship can be destroyed by the perniciously divisive nature of the 11-plus exam. It describes an irretrievable situation in which all children are victims. 相似文献