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991.
Jemimah L. Young Jamaal Rashad Young Mary Margaret Capraro 《Clearing house (Menasha, Wis.)》2017,90(3):70-76
The middle grades mathematics classroom is full of transitions that students must overcome to become successful long-term learners of mathematics. This transition can be exorbitantly more tumultuous for Black girls who must overcome gender and racial mathematics achievement stereotypes. Mathematics identities and achievement socialization trends can help Black girls navigate the challenges associated with these transitions. In this article, we argue that socializing agents can play a key role in the development of positive mathematics identities and positive achievement socialization patterns in Black girls. We use recent National Assessment of Educational Progress (NAEP) data to characterize Black girls' middle grades content knowledge through a strength-based and growth-oriented lens. Then using the data, we provide explicit examples of how parents, teachers, and curriculum developers acting as socializing agents can harness Black girls' funds of knowledge to address the observed challenges identified in the mathematics NAEP data. 相似文献
992.
The experiment provides a direct comparison of the ability of subjects (rats) to associate gustatory and exteroceptive stimuli with illness. Previous experiments which have made similar comparisons between gustatory and exteroceptive cues have suffered from certain methodological problems involving stimulus control and compounding. The present experiment utilized a between-subjects design wherein half of the subjects had an auditory cue associated with poisoning and half had a taste cue. In both cases, the other cue was present, but was not predictive of poisoning, The auditory cue, like the taste cue, occurred only during drinking. This comparison was made in both an immediate and a delayed poisoning situation. The experiment found that while subjects were able to quickly associate a taste cue with illness, they were unable to form a similar association between poisoning and the exteroceptive stimulus. Results also showed that subjects will fail to acquire a taste aversion to a novel and salient gustatory cue when that cue is followed by illness only 50% of the time. This latter effect was more pronounced in the delayed poisoning situation. 相似文献
993.
994.
Deaf children's use of phonological coding: evidence from reading, spelling, and working memory 总被引:3,自引:0,他引:3
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding. 相似文献
995.
Janet Gail Donald 《Assessment & Evaluation in Higher Education》1982,7(2):108-126
This paper reviews some of the major recent developments in evaluation in Canadian universities and colleges, and identifies the factors which contribute to the success of these procedures. Programme evaluation, criteria of excellence, and evaluation of student learning are each considered in turn and the major issues discussed. The problems involved are clearly delineated and inevitably complex, particularly as they involve the twin questions of accountability and autonomy, but evaluation procedures are necessary in all three areas if rational decision‐making is to be typical of higher education. 相似文献
996.
Margaret L. Stanback 《Annals of dyslexia》1992,42(1):196-221
A frequency-based vocabulary of 17,602 words was compiled and analyzed in order to group words with recurring syllable and
rime patterns for teaching reading. The role of the rime unit (e.g.,ite inkite andinvite) in determining vowel pronunciation was central to the analysis because of the difficulty that the ambiguity of English vowel
spelling presents to children who do not learn to read words easily. Vowel pronunciation in each orthographic rime was examined,
both for its consistency in all words in which the rime occurs and for regularity, defined as conformity to the most frequent
pronunciation for each vowel spelling in each of six orthographic syllable types.
Of the 824 different orthographic rimes, 616 occur in rime families as the building blocks of almost all the 43,041 syllables
of the words. These rimes account for a striking amount of patterning in the orthography: 436 are both regular and consistent
in pronunciation (except where a single exception word occurs); another 55 are consistent but not regular. Of the remaining
125, only 86 have less than a 90 percent level of consistency. The high order of congruence of orthographic and phonological
rimes suggests their usefulness as units for teaching reading. 相似文献
997.
An Experimental Study of the Internal Consistency of Judgments Made in Bookmark Standard Setting 下载免费PDF全文
Brian E. Clauser Peter Baldwin Melissa J. Margolis Janet Mee Marcia Winward 《Journal of Educational Measurement》2017,54(4):481-497
Validating performance standards is challenging and complex. Because of the difficulties associated with collecting evidence related to external criteria, validity arguments rely heavily on evidence related to internal criteria—especially evidence that expert judgments are internally consistent. Given its importance, it is somewhat surprising that evidence of this kind has rarely been published in the context of the widely used bookmark standard‐setting procedure. In this article we examined the effect of ordered item booklet difficulty on content experts’ bookmark judgments. If panelists make internally consistent judgments, their resultant cut scores should be unaffected by the difficulty of their respective booklets. This internal consistency was not observed: the results suggest that substantial systematic differences in the resultant cut scores can arise when the difficulty of the ordered item booklets varies. These findings raise questions about the ability of content experts to make the judgments required by the bookmark procedure. 相似文献
998.
Janet Donald 《Higher Education in Europe》1988,13(4):49-63
The validation processes and truth criteria employed in a field of study govern both the knowledge to be learned and how it is applied. To determine what validation processes and criteria are used, professors from three major research universities in six matched pure and applied fields of study: physics and engineering in the natural sciences; psychology and education in the social sciences; and English literature and English language in the humanities, were interviewed. Analysis of the professors' statements suggests differences and similarities across fields of study in validation processes and the criteria by which truth is judged. A comparison of these views provides insight into possible differences as to how decisions are made in different disciplines and the nature of knowledge in them. 相似文献
999.
All teacher evaluation forms completed in the arts and sciences division of a large community college were analyzed at three levels: division-wide (N=9,080), in class groups (31 groups), and class averages (548 classes). Multiple regression was used to predict teacher rating from the other nine items on the form. At all levels, expected grade, with minor exceptions, was the least important predictor. Certain items relating to teacher characteristics as perceived by the students had a consistent impact on rating. They included the following: “tries to help students understand,” which was most important, “sincerely interested in students,” and “uses class time effectively.” 相似文献
1000.
Casimir C. Barczyk Emily Hixon Janet Buckenmeyer Penny Ralston-Berg 《The American journal of distance education》2017,31(3):173-184
ABSTRACTThree thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the Quality MattersTM (QM) rubric contributed to their success. The 43-item survey instrument measured students’ perceptions of online course quality. The effect of age and employment status on their perceptions was measured. Based on a series of ANOVA (analysis of variance)s, it was found that the highest rated standard was QM3 on Assessment and Measurement. There were significant differences between age groups. Students under 45, contrasted to those over 45, highly valued clarity and appropriateness of assessments and clear criteria for grading. For students above the age of 45, QM6 on Course Technology was valued highest. They placed a high value on the tools and media that support learning objectives and classmate interactivity. QM3 was rated highest across all employment groups—those employed part-time, full-time, and those who were unemployed. Standards 1 (Course Overview and Introduction), 2 (Learning Objectives), 4 (Resources and Materials), and 7 (Learner Support) were valued higher by students working full-time and those who were unemployed compared with those working part-time. It is likely that students who work part-time are not as focused on academics as are those who do not work. They may not be as motivated to perform well as students who work full-time. Implications for course designers and instructors are discussed. 相似文献