全文获取类型
收费全文 | 1579篇 |
免费 | 23篇 |
专业分类
教育 | 1293篇 |
科学研究 | 26篇 |
各国文化 | 17篇 |
体育 | 47篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 211篇 |
出版年
2023年 | 10篇 |
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 26篇 |
2019年 | 35篇 |
2018年 | 40篇 |
2017年 | 44篇 |
2016年 | 57篇 |
2015年 | 25篇 |
2014年 | 45篇 |
2013年 | 363篇 |
2012年 | 40篇 |
2011年 | 42篇 |
2010年 | 32篇 |
2009年 | 32篇 |
2008年 | 41篇 |
2007年 | 40篇 |
2006年 | 40篇 |
2005年 | 33篇 |
2004年 | 30篇 |
2003年 | 21篇 |
2002年 | 20篇 |
2001年 | 27篇 |
2000年 | 29篇 |
1999年 | 18篇 |
1998年 | 12篇 |
1997年 | 24篇 |
1996年 | 22篇 |
1995年 | 22篇 |
1994年 | 18篇 |
1993年 | 30篇 |
1992年 | 24篇 |
1991年 | 28篇 |
1990年 | 24篇 |
1989年 | 18篇 |
1988年 | 21篇 |
1987年 | 22篇 |
1986年 | 14篇 |
1985年 | 17篇 |
1984年 | 15篇 |
1983年 | 13篇 |
1982年 | 17篇 |
1981年 | 18篇 |
1980年 | 17篇 |
1979年 | 10篇 |
1978年 | 8篇 |
1977年 | 11篇 |
1976年 | 12篇 |
1974年 | 7篇 |
1972年 | 8篇 |
排序方式: 共有1602条查询结果,搜索用时 0 毫秒
961.
Samuel Obara Margaret Sloan 《International Journal of Science and Mathematics Education》2010,8(2):349-372
A qualitative case study was conducted to investigate the classroom experiences of three sixth-grade teachers and their mathematics
coach as they worked with new instructional materials during the implementation of a new state-mandated curriculum based on
performance standards in mathematics. Teachers' collective participation in the exploration of the new standards, selection
of materials, participation in a summer professional development workshop specifically tied to the use of the new materials,
and the creation of an in-school professional development program were catalysts in the teachers' perception of the need to
change their practice. The intended state-level standards were implemented with some success; however, despite their desire
to change their practice and in contrast to their belief that considerable change had occurred, the data suggest that the
change in the teachers' instructional practice was minimal. 相似文献
962.
Barnes MA Wilkinson M Khemani E Boudesquie A Dennis M Fletcher JM 《Journal of learning disabilities》2006,39(2):174-187
Three studies compared 98 children with spina bifida myelomeningocele (SBM)-a disorder associated with high rates of math disability and spatial deficits-to 94 typically developing children on multidigit subtraction and cognitive addition tasks. Children with SBM were classified into those with reading decoding and math disability, only math disability, and no reading or math disability. Study 1 showed that visual-spatial errors in multidigit arithmetic were not elevated in children with SBM. In Study 2, deficits in accuracy, speed, and strategy-use in single-digit addition characterized groups with math disability regardless of reading status. Accuracy and speed on single-digit addition was strongly related to performance on multidigit subtraction. A math-level matching design in Study 3 revealed less mastery of math facts by the group with SBM. The results are discussed with reference to cognitive and neuropsychological models of math disability. 相似文献
963.
964.
Alvarez J Adebanjo AM Davidson MK Jason LA Davis MI 《American annals of the deaf》2006,151(4):418-422
Deaf individuals seeking substance abuse recovery are less likely to have access to treatment and aftercare services because of a lack of culturally and linguistically specific programs and insufficient information about existing services. Previous research indicates that Oxford House, a network of resident-run recovery homes, serves a diverse group of individuals in recovery. However, research has not addressed the experiences of Deaf Oxford House residents. The present study found no significant differences between Deaf and hearing men living in Oxford House in terms of sense of community and abstinence self-efficacy. However, while most of the hearing participants were employed, none of the Deaf Oxford House members were. The study's findings indicate that Oxford House may be a promising Deaf-affirmative alternative for individuals seeking recovery from substance abuse. However, since Oxford Houses are self-supporting, Oxford Houses designed for the Deaf community may face unique economic challenges. 相似文献
965.
Carmody DP Bendersky M Dunn SM DeMarco JK Hegyi T Hiatt M Lewis M 《Child development》2006,77(2):384-394
The relations among early cumulative medical risk, cumulative environmental risk, attentional control, and brain activation were assessed in 15-16-year-old adolescents who were born preterm. Functional magnetic resonance imaging found frontal, temporal, and parietal cortex activation during an attention task with greater activation of the left superior-temporal and left supramarginal gyri associated with better performance. Individual differences in early cumulative risk are related to patterns of brain activation such that medical risk is related to left parietal cortex activation and environmental risk is related to temporal lobe activation. The findings suggest that early risk is related to less mature patterns of brain activation, including reduced efficiency of processing and responding to stimuli. 相似文献
966.
William R. Penuel Harold McWilliams Carla McAuliffe Ann E. Benbow Colin Mably Margaret M. Hayden 《Journal of Science Teacher Education》2009,20(5):415-436
This paper compares and contrasts the impacts of three professional development designs aimed at middle school Earth science
teachers on how teachers plan and enact instruction. The designs were similar in their alignment to research-based practices
in science professional development: each design was of an extended duration and time span, included follow-up support to
teachers, and incorporated active learning approaches in the professional development. In addition, the designs had a high
level of coherence with other reform activities and with local standards. The main difference among the designs was in the
roles of teachers in designing, adopting, or adapting curriculum materials. Evidence from teacher survey and observation data
indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding, but differences
among programs was more evident in their impacts on instructional planning. 相似文献
967.
Duncan Nulty Margaret Kiley Noel Meyers 《Assessment & Evaluation in Higher Education》2009,34(6):693-707
One issue universities face is the need to demonstrate excellence in postgraduate research supervision at the individual, faculty and university level. While poor supervision might become obvious over time, with grievances, withdrawals and poor completion times and rates, this paper focuses specifically on identifying and demonstrating supervisory excellence. Currently, the amount and range of evidence used to support claims of supervisory excellence tends to be limited, leaving supervisors, faculties and institutions in a position where demonstrating excellence remains difficult. This paper proposes two inter‐dependent ideas which, considered together, help to redress this problem. The first is a ‘map’ for the collection and use of evidence of supervisory excellence. The second is a ‘template’ for a ‘supervisory excellence report’. The ‘map’ details the organisational elements, uses of data, and data types which can be considered. The ‘report’ explains one simple and potent way to organise and present these data for multiple purposes. Together they constitute a much‐needed framework for promoting and recognising excellence in the supervision of research students. 相似文献
968.
Geoff Munns Phil Nanlohy Margaret Thomas 《Asia-Pacific Journal of Teacher Education》2000,28(2):165-177
This paper reports on a study into the educational experiences of a group of students who are accessing tertiary education through alternative entry programmes. There were three purposes for the study. The first was to identify why the students either did not finish school or go to university after school. The second was to explore the students' stated reasons for returning to university later in their lives. The third was to share the students' secondchance experiences in their first semester as university students. The study drew on theoretical ideas surrounding how students who reject school, or who have been rejected by school, may come to view education as unfinished business in their lives. Reconnection with education coincides with wider processes of individuals defining and redefining educational identities. 相似文献
969.
970.
A child with special needs will flourish and benefit from an early childhood environment that empowers learning. Center learning empowers a child to be actively engaged in self-directed learning based on strength, ability, and interest. Center learning can enhance interactive language, story response, art, reading and writing-like behavior, collaboration, buddy activity, and independence. All of these empowering areas of development are strongly related to the child's emergent literacy development. The variety of center learning experiences is limited only by the imagination; this article provides a selection of start-up ideas for the early childhood educator. 相似文献