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Raphaël Hubain Max De Wilde Seth van Hooland 《Cataloging & classification quarterly》2016,54(7):403-417
Ensuring quick and consistent access to large collections of unstructured documents is one of the biggest challenges facing knowledge-intensive organizations. Designing specific vocabularies to index and retrieve documents is often deemed too expensive, full-text search being preferred despite its known limitations. However, the process of creating controlled vocabularies can be partly automated thanks to natural language processing and machine learning techniques. With a case study from the biopharmaceutical industry, we demonstrate how small organizations can use an automated workflow in order to create a controlled vocabulary to index unstructured documents in a semantically meaningful way. 相似文献
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Timothy C. Bates Anne Castles Michelle Luciano Margaret J. Wright Max Coltheart Nicholas G. Martin 《Reading and writing》2007,20(1-2):147-171
We develop and test a dual-route model of genetic effects on reading aloud and spelling, based on irregular and non-word reading
and spelling performance assessed in 1382 monozygotic and dizygotic twins. As in earlier research, most of the variance in
reading was due to genetic effects. However, there were three more specific conclusions: the first was that most of the genetic
effect is common to both regular and irregular reading. In addition to this common variance evidence was found for distinct
genes influencing the acquisition of a lexicon of stored words, and additional genetic effects influencing the acquisition
of grapheme–phoneme correspondence rules. The third conclusion, from a combined model of reading and spelling, is that reading
and spelling have a common genetic basis. Models that did not distinguish lexical and non-lexical performance fit significantly
worse than dual route genetic models. An implication of the research is that models of reading, whether connectionist or dual-route,
must allow for the genetic independence of neurological processes underlying the decoding of non-words and irregular words. 相似文献
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Conclusion Our decision to choose the Open University S101 Science: A Foundation Course represents a direct attempt on our part to provide
a background in science for our prospective infant and primary teachers. Our objective that this course achieve parity with
first year Faculty of Science courses may appear to be an unattainable goal, given the methodological problems that have to
be faced for such a general purpose course. It would certainly not be feasible for a lecture staff of four persons were it
not for the printed readers, texts, assignments, examinations, and audio-visual software purchased, with approval, from the
Open University in the United Kingdom.
Our pilot study in 1983 gave us some encouragement and, most interestingly, 10 out of the 17 students continued with Science
study into Year 2 in 1984, thus committing them to the major study in science in Years 3 and 4. Given that three students
failed, 10 out of 14 is a far higher retention rate than anything we have experienced previously.
Clearly, the evaluation of our efforts to influence the teaching of science in Tasmanian primary schools must wait, but these
evaluative studies should make a contribution to the research data on curriculum issues in Australia.
This course could play an important in-service function for present primary teachers. We are hopeful that such a content-based
approach to science teacher education may help to convince teachers to take the extensive range of available curriculum materials
seriously. 相似文献
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Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with professional development focused on technology within science classrooms using activity theory as a theoretical framework. This framework has the capacity to account for multiple elements in professional learning. Implementation variability associated with professional development adoption drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify four participants from a group of science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in eighth-grade science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting the conceptual and practical dispositions of teachers with an appropriation hierarchy. 相似文献
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