全文获取类型
收费全文 | 542篇 |
免费 | 13篇 |
专业分类
教育 | 396篇 |
科学研究 | 67篇 |
各国文化 | 3篇 |
体育 | 33篇 |
综合类 | 1篇 |
文化理论 | 4篇 |
信息传播 | 51篇 |
出版年
2021年 | 7篇 |
2020年 | 7篇 |
2019年 | 10篇 |
2018年 | 10篇 |
2017年 | 18篇 |
2016年 | 10篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 143篇 |
2012年 | 10篇 |
2011年 | 10篇 |
2010年 | 16篇 |
2009年 | 16篇 |
2008年 | 12篇 |
2007年 | 24篇 |
2006年 | 11篇 |
2005年 | 10篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 7篇 |
2001年 | 6篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 8篇 |
1996年 | 12篇 |
1995年 | 5篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1976年 | 4篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1971年 | 4篇 |
1968年 | 3篇 |
1938年 | 4篇 |
1933年 | 3篇 |
1932年 | 3篇 |
1923年 | 5篇 |
1917年 | 3篇 |
1907年 | 3篇 |
排序方式: 共有555条查询结果,搜索用时 15 毫秒
91.
92.
This experiment studied the separate effects on student achievement and time on-task of three components of the team learning technique, Student Teams-Achievement Divisions (STAD): cooperative rewards, group tasks, and a focused schedule of instruction. The subjects were 336 fourth and fifth grade students in 14 classes who studied language mechanics for nine weeks in one of five treatments. The results of a curriculum-specific achievement test and behavioral observation of time on-task indicated significantly greater performance in cooperative than traditional reward structures, but significantly lower performance in group than individual task structures. The focused schedule was found to be an important component of STAD in increasing academic achievement. 相似文献
93.
94.
Louis P. Cusella 《Communication quarterly》2013,61(3):159-164
This essay analyzes the ways in which Kent State, the made‐for‐TV docudrama, purified the image of William Knox Schroeder‐one of the four students killed on May 4, 1970, by Ohio National Guardsmen on the Kent State University campus. The author was a boyhood friend of Schroeder, his roommate at Kent State University at the time of his death, and an observer of many of the major events of the Kent State affair. This essay views the making of a docudrama as a complex problem to be solved and characterizes a docudramatist as a less‐than‐perfect decision maker. Also, this essay views Kent State as a real‐fiction through which the act of rhetorical purification was accomplished. The paper discusses the docudrama's efforts in this regard by analyzing important scenes in which inaccuracies are presented in order to achieve the purification of Schroeder's image. 相似文献
95.
96.
Lesley Vidovich Magda Fourie Heinrich Alt Louis Van Der Westhuizen Somarie Holtzhausen 《Compare》2000,30(2):193-209
Over the last decade universities across the world have been grappling with quality and quality assurance issues. In several countries national policies on higher education quality assurance have been evolving, mostly with the purpose of putting external systems of quality assurance in place. In many instances, these policies and systems had less effect on the quality of teaching and learning than had been expected. This paper serves as a comparison of national quality policy developments in two countries, Australia and South Africa, and goes on to investigate the emerging tensions in quality policy processes in these countries. Whereas a number of similarities were discerned, differences were as evident, verifying the underlying assumption of the authors that notions of quality, and quality policies and their implementation are very much dependent on the particular localised contexts in which they exist. 相似文献
97.
98.
Louis M. Herman 《Learning & behavior》1975,3(1):43-48
Interference in auditory short-term memory in the bottlenosed dolphin,Tursiops truncatus (Montagu), was studied using a delayed matching-to-sample task. At each trial, one of two sample sounds, chosen randomly, was projected underwater for 4 sec and then, after a variable delay interval, both sounds were presented. A response to the sound matching the initial sample was reinforced. Correct matching was significantly reduced following short intervals between trials in combination with long delays after the sample (proactive interference), or when a near continuous irrelevant sound was inserted into the delay interval (retroactive interference). There was rapid habituation to interference if the irrelevant sound was short in duration relative to the delay interval. For both proactive and retroactive interference, the errors were predominantly responses to the sample sound appropriate to the prior trial rather than to the current trial, indicating that memory for the relative recency of events (temporal memory) was degraded by interference. When interference was deleted or minimized, temporal memory remained nearly perfect over 30-sec delay intervals, the longest tested. The importance of distinguishing between temporal memory and nontemporal, or event, memory in different forms of the delayed matching task was emphasized. 相似文献
99.
Carl L. Kline M.D. Marjorie Ashbrenner M.A. Byron Barrington PhD Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31
Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it
has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index
is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented.
An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a
valuable universal means of indicating degree of reading disability at any grade or age level. 相似文献
100.
Karen Seashore Louis 《School Effectiveness & School Improvement》2013,24(1):2-24
The following paper argues that existing model of change management in education are more appropriate for understanding small scale innovations than larger reforms. Results from two studies of schools engaged in major transformations are used to illustrate some of the differences between previous and current findings. A model of organizational learning as an alternative is presented, and some implications for both practice and theory in school improvement are discussed. 相似文献