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101.
1941年秋天,海森伯与玻尔在哥本哈根会面。由于当事双方都没有留下记录,其缘由、经过、效果,以及对各自心理与身后声名造成的影响,一直以来都是局限于科学史界内讨论的一桩公案。1998年,英国剧作家迈克尔·弗雷恩(Michael Frayn)的《哥本哈根》问世,引发了公众对这个悬案的普遍关注。为了防止公众的误解,2002年2月6日,玻尔家族决定将存放在尼耳斯·玻尔档案馆中的所有11个有关文件提前解密,而不是像先前那样只对极少数研究者开放。从这批文献公布后学术界的不同反应来看,哥本哈根迷雾仍然存在。2007年8月,我国研究玻尔的专家戈革教授在生病住院前将所有这些信件译出。考虑到它们在科学史上的重要性,也为了纪念去年底刚去世的戈革教授,我们这里全文刊发他的译文,包括他所翻译的玻尔文献馆馆长芬·奥瑟若德(Finn Aaserud)所写的一个说明。由于原始文献多为并未实际发出去的打印稿或笔录稿,文中个别语句不够连贯,有的文件内容重复,由此也可以体会玻尔在书写或口授这些文件时异常复杂的心情。为了向中文读者提供一个有关这批文献的完整面貌,我们对以上问题未作更多的技术处理。感谢戈革教授的女儿戈疆与北京大学秦克诚先生向我们提供戈革教授的遗稿,秦先生改正了遗稿中的少数笔误。 相似文献
102.
Torleiv Høien Ingvar Lundberg Jan Petter Larsen Finn Egil Tønnessen 《Reading and writing》1989,1(4):381-392
The aim of the present study was to investigate patterns of similarity in reading related tasks among dyslexic members of the same family. From a sample of 19 well defined dyslexic students in grade 8, three cases were randomly selected for closer examination with a battery of tasks assumed to be causally related to reading. In all selected cases the fathers reported reading disability and in one case the mother was affected as well. The profiles of performance on the various tasks showed a striking similarity within families suggesting similar mechanisms underlying the reading disability. All cases showed remarkable problems in phonological processing, although functional reading skills were almost intact in some cases. Thus, the phonological tasks might be regarded as marker tasks for identifying genetic dyslexia.Requests for reprints should be sent to Torleiv Høien, Center for Reading Research, Stavanger Teacher College, P.B. 2521, Ullandhaug, N-4004 Stavanger, Norway. 相似文献
103.
104.
This article reviews a new variant of the generalized JSM-method for automatic support of scientific research (ASRS). This version of the JSM-method applied for ASRS contains ternary predicates of similarity (cause, brake, effect) which contain binary “cause–effect” predicates and explicit brake definitions. The article considers a possibility for the basis of fact partition for the cases of the truth of the generalized method and an inductive method of similarity with a ban on counter-example predicates. 相似文献
105.
106.
Celia Harding Candace Wade Kirsty Harrison 《Journal of Research in Special Educational Needs》2013,13(4):242-250
Mealtimes are identified as an important learning environment where socialisation and language development takes place. Caregivers can facilitate the structure of a child's learning in the mealtime setting. The aim of this study was to gain an understanding about the nature of communication in a normal population during mealtimes. This is important to help understanding about the nature of communication and interaction in children with disabilities during mealtimes. Participants were six typically developing preschool children aged from 8 months to 3;05 years. Caregivers of the children supported their child having a typical meal at home. Each mother–child dyad was video‐recorded by the researchers during a typical meal for up to 30 minutes. Each recording was transcribed by the researchers, and specific communicative features were counted and coded; caregiver comments about appropriate mealtime behaviour, child verbal and nonverbal initiation, caregiver questions and comments about meal enjoyment, caregiver praise of child, and caregiver repetition to coax feeding. A caregiver questionnaire was also completed to obtain information about the child's feeding, any early history of feeding difficulties and typical mealtime routine. The results indicated that the most considerable difference were between the dyads who had reported early feeding difficulties and those who had not reported any. Carers who supported children who had a history of early feeding difficulties used more language to manage and guide the child's behaviour during the mealtime. Caregivers who reported early feeding difficulties appeared to be more concerned with how their child was presenting at the meal (i.e., appropriate behaviour and meal enjoyment). This information has important implications for supporting children with complex needs during mealtimes. 相似文献
107.
Chester E. Finn 《Academic Questions》1991,4(2):62-66
Chester E. Finn, Jr., formerly assistant secretary of education, is professor of education and public policy at Vanderbilt
University. 相似文献
108.
Frank H. Walkey John McClure Luanna H. Meyer Kirsty F. Weir 《Contemporary educational psychology》2013
Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes. 相似文献
109.
Michael J. Griksaitis Marina A. Sawdon Gabrielle M. Finn 《Anatomical sciences education》2012,5(1):C1-C1
Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography . In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for teaching gross anatomy of the heart. 相似文献
110.
James D. Finn 《Educational technology research and development : ETR & D》1963,11(2):vi-viii