全文获取类型
收费全文 | 9774篇 |
免费 | 112篇 |
国内免费 | 12篇 |
专业分类
教育 | 6789篇 |
科学研究 | 870篇 |
各国文化 | 116篇 |
体育 | 773篇 |
综合类 | 12篇 |
文化理论 | 150篇 |
信息传播 | 1188篇 |
出版年
2022年 | 47篇 |
2021年 | 92篇 |
2020年 | 200篇 |
2019年 | 258篇 |
2018年 | 333篇 |
2017年 | 413篇 |
2016年 | 381篇 |
2015年 | 239篇 |
2014年 | 294篇 |
2013年 | 1857篇 |
2012年 | 301篇 |
2011年 | 338篇 |
2010年 | 270篇 |
2009年 | 239篇 |
2008年 | 263篇 |
2007年 | 292篇 |
2006年 | 212篇 |
2005年 | 241篇 |
2004年 | 202篇 |
2003年 | 201篇 |
2002年 | 182篇 |
2001年 | 192篇 |
2000年 | 178篇 |
1999年 | 130篇 |
1998年 | 120篇 |
1997年 | 130篇 |
1996年 | 139篇 |
1995年 | 86篇 |
1994年 | 107篇 |
1993年 | 84篇 |
1992年 | 122篇 |
1991年 | 105篇 |
1990年 | 91篇 |
1989年 | 89篇 |
1988年 | 94篇 |
1987年 | 74篇 |
1986年 | 90篇 |
1985年 | 100篇 |
1984年 | 96篇 |
1983年 | 83篇 |
1982年 | 80篇 |
1981年 | 64篇 |
1980年 | 57篇 |
1979年 | 80篇 |
1978年 | 76篇 |
1977年 | 50篇 |
1976年 | 41篇 |
1975年 | 33篇 |
1974年 | 33篇 |
1972年 | 33篇 |
排序方式: 共有9898条查询结果,搜索用时 15 毫秒
951.
952.
953.
The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools. 相似文献
954.
955.
In this article we formulate and analyse some of the obstacles to understanding the notion of a variable, and the use and meaning of algebraic notation, and report empirical evidence to support the hypothesis that an approach using the computer will be more successful in overcoming these obstacles. The computer approach is formulated within a wider framework ofversatile thinking in which global, holistic processing complements local, sequential processing. This is done through a combination of programming in BASIC, physical activities which simulate computer storage and manipulation of variables, and specific software which evaluates expressions in standard mathematical notation. The software is designed to enable the user to explore examples and non-examples of a concept, in this case equivalent and non-equivalent expressions. We call such a piece of software ageneric organizer because if offers examples and non-examples which may be seen not just in specific terms, but as typical, or generic, examples of the algebraic processes, assisting the pupil in the difficult task of abstracting the more general concept which they represent. Empirical evidence from several related studies shows that such an approach significantly improves the understanding of higher order concepts in algebra, and that any initial loss in manipulative facility through lack of practice is more than made up at a later stage. 相似文献
956.
The adequacy of traditional approaches to the study of animal learning to account fully for learning phenomena has been seriously questioned during the past decade. Critics of traditional analyses advocated a biological orientation to the interpretation of associative processes and introduced a variety of concepts intended to provide a new framework for the study of animal learning. This promise of a reorientation of the field has not been realized. The concepts of biological constraints, adaptive specializations, and situation specificity of learning have had a less profound influence on the general process approach to instrumental and classical conditioning than anticipated. The present paper makes explicit the conceptual bases of the original biological approaches to learning, identifies reasons why they failed to change fundamentally the study of instrumental and classical conditioning, and proposes an alternative approach to the use of ecological and evolutionary principles in studies of conditioning. We suggest a renewed comparative approach to the study of learning phenomena that avoids many of the difficulties inherent in earlier formulations by providing (1) a strategy for the discovery of adaptive specializations in learning, (2) an ecological framework for the discussion of these adaptive specializations, and (3) a renewed emphasis on the study of species differences in learning. 相似文献
957.
This article points out some potentially profitable future considerations for school psychology, general and special education practices on the basis of important features of the past and the present. 相似文献
958.
The complexity of counseling-related legislation has dictated the need for counselor-training programs to develop an organized and systematic approach to this topic. One method to accomplish this goal is through the use of a topical seminar. A graduate-level seminar is described in terms of goals, objectives, structure, and requirements. Significant incident-experience reports were used to learn about the legislative-experiencing levels of the students. From 110 reports received from students, 34 were directed to the awareness level, 39 to the knowledge level, 15 to the skills level, and 22 to the action level. Instructors' observations, student feedback, and recommendations are also provided. 相似文献
959.
Michael P. Brady Kalynn Hall Kristina Bielskus-Barone 《Educational Psychology in Practice》2016,32(4):424-434
Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students’ new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills. 相似文献
960.