全文获取类型
收费全文 | 2102篇 |
免费 | 52篇 |
专业分类
教育 | 1695篇 |
科学研究 | 43篇 |
各国文化 | 35篇 |
体育 | 147篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 223篇 |
出版年
2023年 | 10篇 |
2022年 | 16篇 |
2021年 | 32篇 |
2020年 | 42篇 |
2019年 | 84篇 |
2018年 | 100篇 |
2017年 | 101篇 |
2016年 | 82篇 |
2015年 | 59篇 |
2014年 | 73篇 |
2013年 | 518篇 |
2012年 | 63篇 |
2011年 | 52篇 |
2010年 | 63篇 |
2009年 | 66篇 |
2008年 | 65篇 |
2007年 | 45篇 |
2006年 | 37篇 |
2005年 | 48篇 |
2004年 | 47篇 |
2003年 | 35篇 |
2002年 | 33篇 |
2001年 | 28篇 |
2000年 | 23篇 |
1999年 | 25篇 |
1998年 | 11篇 |
1997年 | 24篇 |
1996年 | 22篇 |
1995年 | 25篇 |
1994年 | 22篇 |
1993年 | 28篇 |
1992年 | 18篇 |
1991年 | 20篇 |
1990年 | 18篇 |
1989年 | 12篇 |
1988年 | 16篇 |
1986年 | 13篇 |
1985年 | 10篇 |
1984年 | 22篇 |
1983年 | 12篇 |
1982年 | 17篇 |
1981年 | 12篇 |
1980年 | 15篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 13篇 |
1975年 | 9篇 |
1974年 | 13篇 |
1973年 | 7篇 |
排序方式: 共有2154条查询结果,搜索用时 15 毫秒
71.
This study represents the first phase of an ongoing research program aimed at identifying the dimensions of reading attitude and determining how these dimensions relate to a broader range of variables such as reading achievement, scholastic aptitude, classroom behavior, and cognitive styles. The 150 items which comprise the experimental edition of A Survey of Reading Altitudes (Wallbrown, Brown, & Engin, 1974) were factor analyzed along with measures of scholastic aptitude, reading vocabulary, and reading comprehension. The analysis was based on the responses of 853 intermediate grade students. The attitude items were presented orally to control for reading problems, but the students also had booklets so they could read the items to themselves. Seven independent dimensions of reading attitude and one reading achievement factor were identified, interpreted, and discussed. The findings are encouraging, since they suggest that investigating the expressed reading attitudes of intermediate grade children constitutes a promising line of educational research. 相似文献
72.
The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores. 相似文献
73.
Ann Lewis 《欧洲特需教育杂志》2013,28(1):95-105
Abstract The National Curriculum represents one of the most significant UK educational reforms of this century. However, it was planned and introduced with little reference to pupils with special needs, particularly those attending special schools or units. Alongside pragmatic responses to the implementation of the National Curriculum in special education, there has been a lively and continuing debate about its appropriateness, in principle, for pupils in special schools. This paper reports data derived from interviews with headteachers of twelve special schools (encompassing three distinct special needs groups). Continuities of view, notably an acceptance of the principle of a national curriculum for all pupils, are discussed. Divergent Views reflected an adherence to equality or individuality as underlying educational principles. The findings are placed in two contexts: first, the process of curriculum change, and second, the links between integration and curricular conformity as reflected in some European special education literature. 相似文献
74.
Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities. 相似文献
75.
Elizabeth Shaunessy Patricia Alvarez McHatton Claire Hughes Alejandro Brice Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182
Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided. 相似文献
76.
Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward. 相似文献
77.
78.
79.
Ann S⊘yland Anne-Marit Skarsb⊘ Nina Amble Lise Christensen Anna Ølnes 《Higher Education in Europe》2000,25(2):147-153
The vision behind the work of the gender equality advisors in Norwegian universities and the Research Council of Norway is that of full equality between women and men in all areas and at all levels of the sector of higher education. The Network of Gender Equality Advisors in Higher Education and Research was formed in 1994. Both good and less good news can be reported on the work accomplished so far. A double strategy is applied to tackle gender inequality: mainstreaming and special commitment. 相似文献
80.