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Lynn S. Fuchs Douglas Fuchs Kurstin N. Hollenbeck 《Learning disabilities research & practice》2007,22(1):13-24
Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date. 相似文献
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Phillip Jones 《Pastoral Care in Education》2000,18(4):19-25
The paper examines how the author has used what he calls action learning to encourage pupils to learn about citizenship in a secondary school. The paper argues that citizenship can be learnt by engaging young people in projects and other activities, which encourage them to develop an understanding of the responsibilities and skills needed to become citizens in society. The paper goes on to describe a small-scale research project which sought to assess the pupils' reactions to action learning. The young people's responses bring to life what they have learnt from their involvement in the action learning projects and how it has helped them to develop as citizens. 相似文献
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This paper considers the relationship between stress and cognitive functioning and discusses some of the concepts and methods that may be adopted to examine the relationship between stress and sports performance. It considers only that literature that may be relevant to, or furthers, the understanding of sports performance under competitive stress. One of the most popular approaches has been to explain the relationship in terms of the unidimensional inverted-U hypothesis. The validity of this approach to explaining sports performances in specific situations is discussed and it is generally concluded that the inverted-U hypothesis is too vague and simplistic. The discussion considers multidimensional approaches and discusses the suitability and implications of some more recent and more complex models of stress and performance which are now available in the psychological literature. It is concluded that the relationship between stress and sports performance is an extremely complex one and involves the interaction between the nature of the stressor, the cognitive demands of the task being performed and the psychological characteristics of the individuals performing it. 相似文献
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Lynn Meltzer Tamar Katzir Lynne Miller Ranjini Reddy Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108
This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings. 相似文献
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Lynn S. Liben 《Child development》2008,79(6):1600-1605
This article introduces a collection of essays on continuity and discontinuity in cognitive development. In his lead essay, J. Kagan (2008) argues that limitations in past research (e.g., on number concepts, physical solidarity, and object permanence) render conclusions about continuity premature. Commentaries respectively (1) argue that longitudinal contexts are essential for interpreting developmental data, (2) illustrate the value of converging measures, (3) identify qualitative change via dynamical systems theory, (4) redirect the focus from states to process, and (5) review epistemological premises of alternative research traditions. Following an overview of the essays, this introductory article discusses how the search for developmental structures, continuity, and process differs between mechanistic‐contextualist and organismic‐contextualist metatheoretical frameworks, and closes by highlighting continuities in Kagan’s scholarship over the past half century. 相似文献