全文获取类型
收费全文 | 3248篇 |
免费 | 414篇 |
专业分类
教育 | 3214篇 |
科学研究 | 26篇 |
各国文化 | 103篇 |
体育 | 43篇 |
文化理论 | 5篇 |
信息传播 | 271篇 |
出版年
2023年 | 6篇 |
2022年 | 8篇 |
2021年 | 40篇 |
2020年 | 71篇 |
2019年 | 121篇 |
2018年 | 145篇 |
2017年 | 171篇 |
2016年 | 109篇 |
2015年 | 174篇 |
2014年 | 197篇 |
2013年 | 1020篇 |
2012年 | 137篇 |
2011年 | 154篇 |
2010年 | 171篇 |
2009年 | 132篇 |
2008年 | 154篇 |
2007年 | 101篇 |
2006年 | 83篇 |
2005年 | 84篇 |
2004年 | 74篇 |
2003年 | 35篇 |
2002年 | 30篇 |
2001年 | 33篇 |
2000年 | 34篇 |
1999年 | 36篇 |
1998年 | 23篇 |
1997年 | 18篇 |
1996年 | 33篇 |
1995年 | 33篇 |
1994年 | 19篇 |
1993年 | 20篇 |
1992年 | 22篇 |
1991年 | 17篇 |
1990年 | 31篇 |
1989年 | 11篇 |
1988年 | 16篇 |
1987年 | 17篇 |
1986年 | 11篇 |
1985年 | 14篇 |
1984年 | 7篇 |
1983年 | 12篇 |
1982年 | 9篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1969年 | 5篇 |
排序方式: 共有3662条查询结果,搜索用时 15 毫秒
111.
This paper investigates the relationship between ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 7–8 years. Their tasks consisted of reading words, reading non‐words, stressing non‐words and reproducing sequences of two, three or four non‐words by pressing the corresponding keys on the computer keyboard. Non‐word sequences were constructed with minimal non‐word pairs differing in a single phoneme (/kúpi/ ‐ /kúti/) or in the stress pattern (/mípa/ ‐ /mipá/). Results showed that performance on phoneme contrast sequences (e.g. /kúpi/ ‐ /kúti/) predicted word reading. In contrast, performance on stress contrast sequences (e.g. /mípa/ ‐ /mipá/) predicted non‐word reading, but only when two‐non‐word sequences were analysed. This suggests that stress sensitivity may be one of the factors related to reading fluency as most errors at reading non‐words consisted of false starts and pauses between syllables. Results also showed that stress sensitivity (scored in two non‐word sequences) predicted stress assignment, and that knowledge of stress rules predicted both word and non‐word reading. This suggests that stress sensitivity may help in learning stress rules, and that knowledge of stress rules is relevant for reading. 相似文献
112.
This article presents an account of the Environment and School Initiatives (ENSI) project. The philosophical basis of the project is outlined, and case studies from within the project provided as a basis for a consideration of some current issues in the field. It is concluded that one of the distinctive features of the ENSI project is its encouragement of praxiological, action research‐based approaches to curriculum and professional development. The case studies of ENSI activities suggest that some of the more conventionally prescribed characteristics such as agreed sets of goals and professional competencies might need to be revisited. 相似文献
113.
Eran Gal PhD Hagit Meishar‐tal PhD Ronit Ben Non Adar Ben‐Basat Lisa Paikin 《Performance Improvement Quarterly》2017,30(2):121-136
Performance support systems are mechanisms enabling users) productivity while reducing training expenses as support is being delivered in real time, often eliminating the need for costly pre‐performance training. Mobile technologies have created new opportunities for improved performance support systems, especially for tasks performed outside the offi ce. This article describes the fi rst mobile learning and performance support initiative taken by the Israeli Air Force. The project included the development and eff ectiveness pilot study of a learning and performance support application delivered via tablet to helicopter engine technicians. The application provided support videos and illustrations of maintenance routines, thereby enabling learning and practicing at the same time. Pilot study results show high performance levels of application users compared to those applying traditional methods. Results also show that self‐effi cacy levels were not aff ected by the successful performance achieved when using the mobile performance support application. Plans to expand mobile support use are also described. 相似文献
114.
115.
116.
117.
The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade
下载免费PDF全文
![点击此处可从《Mind, Brain, and Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. 相似文献
118.
119.
To explore the citation evolution of papers published in the same year but different month, we selected papers from a discipline (physical geography), a subject (diabetes: endocrine and metabolism) and a journal (Journal of Biological Chemistry) published in 2005 as research objects. These papers were divided into six groups according to the difference in publication month, and we analyzed citations to these papers for the 9 years after publication. The results showed that within 5 years after papers from physical geography were published, the overall differences in citations of papers in different groups were statistically significant (P < 0.05); after that, the differences were not statistically significant. Within 5 years after papers from diabetes (endocrine and metabolism) were published, the overall differences in citations of papers in different groups were statistically significant (P < 0.05); thereafter, the differences were not statistically significant. Within 7 years after papers from the Journal of Biological Chemistry were published, the overall differences in citations of papers in different groups were statistically significant (P < 0.05); thereafter, the differences were not statistically significant. Citations of papers followed the same pattern irrespective of discipline, subject or journal: citations of papers published in the same year but different month were obviously different in the first few publishing years, but as time went on, only the difference in publication month in a calendar year did not affect the papers' longer‐term citation. 相似文献
120.
Natàlia Balagué Robert Hristovski Sergi Garcia Daniel Aragonés Selen Razon Gershon Tenenbaum 《Journal of sports sciences》2015,33(1):48-57
Using a non-linear approach, intentional dynamics of thoughts were examined during constant cycling performed until volitional exhaustion. Participants (n = 12) completed two sessions at 80% Wmax. Their (1) intrinsic thought dynamics (i.e., no-imposed thoughts condition) and (2) intentional thought dynamics (i.e., imposed task-unrelated thoughts condition; TUT) were recorded and then classified into four categories: internal and external TUT (TUT-I, TUT-E) and external and internal task-related thoughts (TRT-E, TRT-I). The probability estimates for maintaining each thought category stable, the rate of switching from one category to another, and the entropy dynamics along the testing procedure were assessed and compared through time phase. Friedman ANOVA tests revealed a significant effect of effort increase on thought contents only in the imposed TUT test. While TUT-I probabilities decreased significantly (P < .001) as effort increased, TRT-I probabilities increased (P < .05). Moreover, the entropy to the entire thought dynamics increased at the outset of task performance and decreased upon approaching volitional exhaustion (P < .001). As time spent in constant effort increased, and volitional exhaustion approached, task relatedness (TUT, TRT), direction (internal, external), and entropy of thought contents changed unintentionally providing further evidence for a nonlinear dynamics of attention focus. 相似文献