全文获取类型
收费全文 | 1547篇 |
免费 | 26篇 |
国内免费 | 2篇 |
专业分类
教育 | 1184篇 |
科学研究 | 97篇 |
各国文化 | 19篇 |
体育 | 115篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 149篇 |
出版年
2023年 | 6篇 |
2022年 | 14篇 |
2021年 | 21篇 |
2020年 | 31篇 |
2019年 | 45篇 |
2018年 | 73篇 |
2017年 | 69篇 |
2016年 | 69篇 |
2015年 | 32篇 |
2014年 | 44篇 |
2013年 | 320篇 |
2012年 | 38篇 |
2011年 | 42篇 |
2010年 | 31篇 |
2009年 | 38篇 |
2008年 | 36篇 |
2007年 | 39篇 |
2006年 | 38篇 |
2005年 | 23篇 |
2004年 | 29篇 |
2003年 | 25篇 |
2002年 | 21篇 |
2001年 | 17篇 |
2000年 | 31篇 |
1999年 | 21篇 |
1998年 | 15篇 |
1997年 | 17篇 |
1996年 | 21篇 |
1995年 | 20篇 |
1994年 | 22篇 |
1993年 | 18篇 |
1992年 | 21篇 |
1991年 | 18篇 |
1990年 | 17篇 |
1989年 | 16篇 |
1988年 | 10篇 |
1987年 | 12篇 |
1986年 | 8篇 |
1985年 | 13篇 |
1984年 | 15篇 |
1983年 | 14篇 |
1982年 | 12篇 |
1981年 | 16篇 |
1980年 | 10篇 |
1978年 | 9篇 |
1976年 | 9篇 |
1975年 | 6篇 |
1972年 | 5篇 |
1927年 | 6篇 |
1923年 | 6篇 |
排序方式: 共有1575条查询结果,搜索用时 15 毫秒
61.
Sandra Taylor 《教育政策杂志》2013,28(4):433-451
A number of writers have drawn attention to the increasing importance of language in social life in ‘new times’ and Fairclough has referred to ‘discourse driven’ social change. These conditions have led to an increase in the use of various forms of discourse analysis in policy analysis. This paper explores the possibilities of using Critical Discourse Analysis (CDA) in critical policy research in education, drawing on a larger research project which is investigating the equity implications of Education Queensland’s reform agenda. It is argued that, in the context of new times, CDA is of particular value in documenting multiple and competing discourses in policy texts, in highlighting marginalized and hybrid discourses, and in documenting discursive shifts in policy implementation processes. The last part of the paper discusses how such research might be used by policy activists inside and outside education department bureaucracies to further social democratic goals. 相似文献
62.
Joanne Foster 《Roeper Review》2013,35(1):67-68
Given the severe paucity of gifted programs in this nation, the educational and legal rights of gifted students are not being adequately served. This article briefly examines developments at the federal level that impact upon both the legal and educational rights of gifted students. It also reviews educational data supporting the need to establish special programs, and concludes by suggesting implications and recommendations for informed practice. 相似文献
63.
Joanne R. Whitmore 《Roeper Review》2013,35(2):42-46
The gap between intellectual and social development in gifted children can be bridged by providing opportunities for expanded social experiences. 相似文献
64.
Deborah Linebarger Jessica Taylor Piotrowski Charles R. Greenwood 《Journal of Research in Reading》2010,33(2):148-167
Children living in poverty are 1.3 times as likely as non‐poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second‐ and third‐grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code‐related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent. 相似文献
65.
66.
67.
Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers. 相似文献
68.
69.
Grant SJ Oommen G McColl G Taylor J Watkins L Friel N Watt I McLean D 《Journal of sports sciences》2003,21(12):1009-1015
Different methods of ball carrying can be used when a player runs with the ball in rugby union. We examined how three methods of ball carrying influenced sprinting speed: using both hands, under the left arm and under the right arm. These methods were compared with running without the ball. Our aim was to determine which method of ball carrying optimizes sprinting speed. Altogether, 48 rugby union players (age 21 +/- 2 years, height 1.83 +/- 0.1 m, body mass 85.3 +/- 12 kg, body fat 14 +/- 5%; mean +/- s) were recruited. The players performed twelve 30-m sprints in total (each player performed three trials under each of three methods of carrying the ball and sprinting without the ball). The design of the study was a form of Latin rectangle, balanced across the trial order for each of the methods and for pairwise combinations of the methods in blocks of four per trial. Each sprint consisted of a 10-m rolling start, followed by a 20-m timed section using electronic timing gates. Compared with sprinting 20 m without the ball (2.58 +/- 0.16 s), using both hands (2.62 +/- 0.16 s) led to a significantly slower time (P < 0.05). Sprinting 20 m with the ball under the left arm (2.61 +/- 0.15 s) or under the right arm (2.60 +/- 0.17 s) was significantly quicker than when using 'both hands' (P < 0.05), and both these methods were significantly slower than when running without the ball (P < 0.05). Accordingly, running with the ball in both hands led to the greatest decrement in sprinting performance, although carrying the ball under one arm also reduced the players' sprinting ability. Our results indicate that to gain a speed advantage players should carry the ball under one arm. 相似文献
70.