全文获取类型
收费全文 | 1026篇 |
免费 | 33篇 |
国内免费 | 2篇 |
专业分类
教育 | 899篇 |
科学研究 | 16篇 |
各国文化 | 13篇 |
体育 | 36篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 91篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 10篇 |
2020年 | 16篇 |
2019年 | 35篇 |
2018年 | 31篇 |
2017年 | 40篇 |
2016年 | 41篇 |
2015年 | 31篇 |
2014年 | 38篇 |
2013年 | 210篇 |
2012年 | 17篇 |
2011年 | 17篇 |
2010年 | 17篇 |
2009年 | 29篇 |
2008年 | 29篇 |
2007年 | 25篇 |
2006年 | 22篇 |
2005年 | 26篇 |
2004年 | 27篇 |
2003年 | 33篇 |
2002年 | 24篇 |
2001年 | 19篇 |
2000年 | 28篇 |
1999年 | 23篇 |
1998年 | 18篇 |
1997年 | 12篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 20篇 |
1993年 | 11篇 |
1992年 | 20篇 |
1991年 | 15篇 |
1990年 | 9篇 |
1989年 | 16篇 |
1988年 | 15篇 |
1987年 | 12篇 |
1986年 | 8篇 |
1985年 | 13篇 |
1984年 | 15篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1970年 | 2篇 |
排序方式: 共有1061条查询结果,搜索用时 15 毫秒
31.
32.
33.
Fred M. Schied Vicki K. Carter Judith A. Preston Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172
This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge. 相似文献
34.
35.
36.
Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes. 相似文献
37.
Judith Graham 《Literacy》2000,34(2):61-67
Where authors and illustrators exercise rigorous constraint with their texts, with neither replicating the work that the other can portray more effectively, they are at their most creative and they make picture books to which readers are repeatedly drawn because of the inherent and deeply satisfying challenges offered. Moreover, the allure is not just to children; teachers find that such texts draw from them their most creative ideas for ways of working with children. Three picture books are examined in terms of their strengths and potential activities. Conclusions are drawn which seek to justify the sharing of such picture books in terms of imaginative empowerment and lasting messages about reading. 相似文献
38.
39.
The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14–15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject-specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement. 相似文献
40.
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
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