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991.
Elizabeth Meador 《Multicultural Perspectives》2013,15(2):82-88
In this article the author presents an analysis of the hidden curriculum of school sports in mediating the achievement of Mexican immigrant girls in middle schools in the southwestern United States. Using Bourdieu's theory of taste, the author shows how symbolic boundaries expressed by students and teachers legitimize cultural practices that privilege youth who value sports while marginalizing those who do not. 相似文献
992.
Extending previous investigations by Loeb of mobilities in gaseous mixtures using his procedure except that the auxiliary field in these measurements was made equal to the advancing field thus giving absolute values of the mobilities, measurements of mobilities were made in mixtures of CH3NO2H2 and CH3CNH2. The mobilities in H2 were 7.12 for the positive ions and 10.46 for the negative ions in cm./sec. per volt/cm. Those in CH3NO2 were 0.221 cm./sec. per volt/cm. for both ions and in CH3CN they were 0.234 cm./sec. per volt/cm. for both ions. Both ion mobilities deviated from Blanc's law in CH3NO2 indicating the formation of complexes with the CH3NO2 ions somewhat greater in size than the normal ions in H2. The molecules attached to negative ions somewhat less readily than to the positive ions but both final ions were of the same size. In CH3CN mixtures both positive and negative ions deviated from Blanc's law, the positive ion showing more ready attachment of CH3CN. The negative ion had consistently a higher mobility than the positive ion, a circumstance indicating a smaller ion and suggesting that the attaching molecule might not be CH3CN but some impurity. Both ion addition products in CH3CN are larger than the normal ion in H2 but smaller than those in CH3NO2 as was to be expected. 相似文献
993.
Jordan insists that teachers should be free to exercise their professionalism and that respect for difference is integral to that professionalism. For Connor, this implies teachers who can critically consider the discourses available to them as practitioners. The authors draw upon the philosophising of Gilles Deleuze to develop an account of teaching and learning as an autonomous creative process in which teachers contribute to rather than strictly control outcomes. This account of teaching as processual following resonates with Jordan's vision of equity for autistic or neuro‐atypical pupils and compassionate professionalism. It rests less easily with intensive behaviourist‐training programmes and educational cultures premised on the assumption that outcomes can, and should, be pre‐determined and precisely engineered. From a Deleuzian perspective, ethical practice is the interplay of conceptual, perceptual and affective knowledge, and it is suggested that intuitive practice involves a similar interplay along with numerous contextual considerations. A Deleuzian theory of simulation is initially outlined and accords with the emphasis placed by Jordan on reimagining an educational system in which all pupils are valued and supported to develop their varied talents and teachers are free to assess the suitability of particular methods for individual pupils. 相似文献
994.
Elizabeth Coates 《International Journal of Early Years Education》2017,25(2):218-220
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996.
Gregory E. Everett Honora S. Swift Elizabeth L. W. McKenney Jeremy D. Jewell 《Psychology in the schools》2016,53(9):971-983
The current study evaluated the effectiveness of individualized math‐to‐mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary‐aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific components that led to math skills gains in the most efficient manner possible. BEA results indicated that for two of three participants only a partial MTM intervention was necessary to prompt fluency gains, while the entire intervention was the most effective for the third. During extended analysis all three participants displayed math skills gains above those seen during repeated baseline assessments. Results are discussed in terms of further refining MTM through BEA procedures so as to individually target math skill deficits by considering both intervention effectiveness and efficiency. 相似文献
997.
Introduction 总被引:1,自引:0,他引:1
Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):141-142
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999.
Patricia F. Vadasy Elizabeth A. Sanders Julia A. Peyton Joseph R. Jenkins 《Learning disabilities research & practice》2002,17(4):227-241
In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties. 相似文献
1000.