全文获取类型
收费全文 | 31940篇 |
免费 | 2521篇 |
国内免费 | 4024篇 |
专业分类
教育 | 19173篇 |
科学研究 | 6470篇 |
各国文化 | 248篇 |
体育 | 3781篇 |
综合类 | 1775篇 |
文化理论 | 163篇 |
信息传播 | 6875篇 |
出版年
2021年 | 184篇 |
2020年 | 472篇 |
2019年 | 950篇 |
2018年 | 1233篇 |
2017年 | 1355篇 |
2016年 | 1383篇 |
2015年 | 1307篇 |
2014年 | 1304篇 |
2013年 | 4655篇 |
2012年 | 1570篇 |
2011年 | 1854篇 |
2010年 | 1821篇 |
2009年 | 1543篇 |
2008年 | 1880篇 |
2007年 | 1630篇 |
2006年 | 825篇 |
2005年 | 826篇 |
2004年 | 1288篇 |
2003年 | 955篇 |
2002年 | 992篇 |
2001年 | 617篇 |
2000年 | 628篇 |
1999年 | 496篇 |
1998年 | 351篇 |
1997年 | 402篇 |
1996年 | 370篇 |
1995年 | 309篇 |
1994年 | 268篇 |
1993年 | 256篇 |
1992年 | 315篇 |
1991年 | 300篇 |
1990年 | 266篇 |
1989年 | 306篇 |
1988年 | 266篇 |
1987年 | 283篇 |
1986年 | 244篇 |
1985年 | 317篇 |
1984年 | 262篇 |
1983年 | 243篇 |
1982年 | 196篇 |
1981年 | 174篇 |
1980年 | 143篇 |
1979年 | 222篇 |
1978年 | 193篇 |
1977年 | 164篇 |
1976年 | 175篇 |
1975年 | 142篇 |
1974年 | 144篇 |
1973年 | 128篇 |
1971年 | 133篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
992.
993.
The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program. 相似文献
994.
995.
996.
997.
Cognitive theory suggests that a key to expert performance lies in the internal organization of the expert's knowledge. The authors contend that the type of technical illustration used during instruction influences knowledge organization and greatly impacts students' understanding of the content. This paper describes an experimental study that tested the impact of one type of conceptual illustration on students' understanding of the structure, function, and behavior of complex technical systems. The results show that supplementing traditional technical instruction with functional flow diagrams can improve overall system understanding. The functional flow diagrams were also found to be an effective instructional aid for enhancing students' conceptual understanding of the causal behavior of systems. In addition, the use of the functional flow diagram was found to significantly improve the subjects' ability to construct conceptual models that were similar to those of an expert. The implications of using conceptual diagrams for technical instruction are discussed and recommendations for future research in this area are provided. 相似文献
998.
999.
1000.