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Despite the expansion of Deaf people's use of communication technology little is published about how they use electronic communication in their social and working lives and the implications for their concepts of identity and community. Australia is an ideal research base because the use of a range of technologies is widespread there. To gain access to a wide age range of people who identify as Deaf, members of the national organization, the Australian Association of the Deaf, were surveyed by mail. Results showed that Short Message Service (SMS), telephone typewriters (TTY), voice/TTY relay services, fax, and e-mail were used regularly. Deaf users are discerning of the purposes for which they use each method: SMS for social and personal interactions, TTY for longer communications and (via the relay service) with people and services without TTYs, fax for business and social contact, and computers for personal and business e-mails as well as Web browsing, accessing chat rooms, word processing, games, and study. 相似文献
134.
We report an eye-movement study that demonstrates differences in regularity effects between adult developmental dyslexic and
control non-impaired readers, in contrast to findings from a large number of word recognition studies (see G. Brown, 1997). For low frequency words, controls showed an advantage for Regular items, in which grapheme-to-phoneme strategies could
be employed, compared with Irregular Consistent and Inconsistent items, in which rime comparisons or whole word recognition
strategies would be advantageous. We propose that in sentential contexts, dyslexic readers do not generate sufficient phonological
cues in the parafovea in order to demonstrate the regularity effects typical of unimpaired readers (e.g., S. Sereno & K. Rayner,
2000). These findings suggest that phonological strategies are sensitive to task demands, and underline the impact of methodology
on the conclusions that are drawn about dyslexic reading ability.
相似文献
Manon Wyn JonesEmail: |
135.
A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing. 相似文献
136.
This classroom ethnography examines the engagement of fifth-grade children in a year-long study of rights, respect, and responsibility,
which culminated in a focused study of tolerance and intolerance organized around literature regarding the Holocaust. A close
examination of one teacher’s approach to teaching about the Holocaust, the study highlights the importance of long-term engagements,
a layered curriculum that supports children in building understandings over time, and varied opportunities for making meaning
together. This approach included empathy-building, a focus on rescue and resistance and the bystander response, building a
knowledge base about the Holocaust, stories of individual experiences, and opportunities to make personal connections. Drawing
on samples of student talk, writing, and art, the article illustrates how children built upon academic and social practices
established from the first days of school to expand their repertoire of meanings, language, and actions of (in)tolerance,
gaining more complex understandings of the social, political, and moral implications of the Holocaust. Students in this bilingual
class also developed individual and social actions in speaking out against social injustice in their own communities. The
author argues that this classroom experience supported students as critical citizens who conscientiously and compassionately
participate in the day-to-day building of more equitable communities. 相似文献
137.
Louise Archer 《British Journal of Sociology of Education》2010,31(4):449-469
This paper discusses findings from a small‐scale empirical exploration of the views, experiences and educational practices of middle‐class minority ethnic families in the United Kingdom. It draws on semi‐structured interviews conducted with 36 parents, pupils and ‘young professionals’. Analyses consider to what extent generic class resources, as identified by the US work of Lareau, are evident within the educational practices of British middle‐class, minority ethnic families. It is argued that generic class resources and practices were evident to the extent that parents expressed a desire for personalised education, felt comfortable voicing their opinions and concerns to schools, and were willing to climb the ladder of authority to get their voices heard. However, it is also argued that ‘race’ plays a significant and complicating role that calls for a qualification (but not a negation) of Lareau’s theorisation. 相似文献
138.
Louise G. Phillips 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):363-376
This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis was informed by poststructuralist discourse theory and critical theory on political action, which enabled identification of enablers and constrainers of young children's actual practice of citizenship. A case is argued for acknowledgement of young children's political identities and capacity to act as communitarian citizens. 相似文献
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