全文获取类型
收费全文 | 43479篇 |
免费 | 469篇 |
国内免费 | 25篇 |
专业分类
教育 | 30808篇 |
科学研究 | 5086篇 |
各国文化 | 295篇 |
体育 | 2805篇 |
综合类 | 15篇 |
文化理论 | 614篇 |
信息传播 | 4350篇 |
出版年
2022年 | 211篇 |
2021年 | 330篇 |
2020年 | 487篇 |
2019年 | 767篇 |
2018年 | 3065篇 |
2017年 | 2964篇 |
2016年 | 2371篇 |
2015年 | 668篇 |
2014年 | 921篇 |
2013年 | 6193篇 |
2012年 | 1037篇 |
2011年 | 1516篇 |
2010年 | 1446篇 |
2009年 | 1032篇 |
2008年 | 1284篇 |
2007年 | 1750篇 |
2006年 | 607篇 |
2005年 | 903篇 |
2004年 | 907篇 |
2003年 | 819篇 |
2002年 | 580篇 |
2001年 | 611篇 |
2000年 | 536篇 |
1999年 | 480篇 |
1998年 | 274篇 |
1997年 | 301篇 |
1996年 | 335篇 |
1995年 | 296篇 |
1994年 | 263篇 |
1993年 | 283篇 |
1992年 | 431篇 |
1991年 | 428篇 |
1990年 | 424篇 |
1989年 | 432篇 |
1988年 | 353篇 |
1987年 | 392篇 |
1986年 | 401篇 |
1985年 | 434篇 |
1984年 | 355篇 |
1983年 | 321篇 |
1982年 | 291篇 |
1981年 | 249篇 |
1980年 | 243篇 |
1979年 | 379篇 |
1978年 | 296篇 |
1977年 | 258篇 |
1976年 | 244篇 |
1975年 | 211篇 |
1974年 | 240篇 |
1971年 | 241篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
981.
Laurice M. Joseph Megan E. McCachran Jack A. Naglieri 《Journal of Research in Reading》2003,26(3):304-314
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance. 相似文献
982.
Martha Putallaz Laura Hellstern Blair H. Sheppard Christina L. Grimes Kimberly A. Glodis 《Early education and development》1995,6(4):433-447
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed. 相似文献
983.
What is radical love in teaching? How can radical love incite change and transformation within teacher education? What does radical love entail to prepare critically minded teachers for urban schools? In this conceptual paper, we respond to these questions through our individual and collective experiences as social justice oriented teacher educators preparing students to teach in urban schools. We engage with our womanist ways of knowing (Walker in In search of our mothers’ gardens: womanist prose, Houghton Mifflin Harcourt, Boston, 2004) and “theory in flesh” (Moraga and Anzaldúa in This bridge called my back: writings by radical women of color, 2nd edn, Kitchen Table/Women of Color Press, New York, 1983) to collaboratively reflect and analyze our conversations, reflective journaling, meetings, and other telling moments about what it means to practice radical love in teaching. More specifically, we identify three central concepts of what love as an act of resistance or teaching against the grain entails: (1) vulnerability, (2) collective support and healing, and (3) critique. Through these concepts we offer a framework from which to practice radical love in teaching and work in solidarity with others to transform oppressive systems in urban (teacher) education. 相似文献
984.
Kodjo Attikpoé 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):23-37
YOUTH LITERATURE IN THE CONTEXT OF PEDAGOGIC AND LITERARY NORMS: THE FRENCH-SPEAKING COUNTRIES OF AFRICA – There are two approaches to children’s and youth literature, one didactic, the other aesthetic. This gives rise to the following question: taking into account the fact that children’s literature aspires to be a literary form in its own right, should more weight be attibuted to its aesthetic value when evaluating it? This paper examines this question – which has in the past been the subject of highly controversial discussions in the German-speaking regions – by focusing on youth literature in the French-speaking coutries of Africa. The pedagogic dimension cannot be ignored when considering this literary context because it is so much a part of the post-colonial dynamic. Youth literature in the French-speaking countries of Africa echoes current realities. Examples are used to demonstrate how literature can deal with vital questions without neglecting the literary aspect. 相似文献
985.
Ysseldyke J Thurlow M Bielinski J House A Moody M Haigh J 《Journal of learning disabilities》2001,34(3):212-220
We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations. 相似文献
986.
The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004 相似文献
987.
988.
989.
The Inductive Query By Example (IQBE) paradigm allows a system to automatically derive queries for a specific Information Retrieval System (IRS). Classic IRSs based on this paradigm [Smith, M., & Smith, M. (1997). The use of genetic programming to build Boolean queries for text retrieval through relevance feedback. Journal of Information Science, 23(6), 423–431] generate a single solution (Boolean query) in each run, that with the best fitness value, which is usually based on a weighted combination of the basic performance criteria, precision and recall. 相似文献
990.