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61.
Repetition priming was used to examine whether children with dyslexia bias a lexical–semantic pathway when reading words aloud. For the dyslexic group (n = 18, age 9.4–11.8 years), but not for age‐matched controls (n = 18, age 9.2–12.4 years), reaction times when naming pictures were faster after naming the corresponding word. A reading age‐matched control group (n = 24, age 6.8–8.9 years) showed similar priming effects to the children with dyslexia. The magnitude of repetition priming was greater for children with dyslexia with poor nonword reading and slower picture naming. Assuming repetition priming of picture naming is contingent on accessing lexical phonology via semantics, the results suggest less‐skilled normal and disordered readers show a stronger bias towards a lexical– semantic pathway during word reading than skilled readers, and the severity of the phonological representations deficit modulates the strength of that bias in children with dyslexia. 相似文献
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This article tackles the problem of what should be done with real textual data that are contaminated by errors of recording, particularly when the data contain words that are misspelt, unintentionally or otherwise. 相似文献
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The effect of different seating arrangements on the quantity and quality of work produced in reading, language and mathematics among two classes of 10and 11‐year‐old children was examined. In both classes matched for size, and age and sex distribution, the pupils spent the first two weeks in their normal classroom groups. The second two‐week period was spent in rows before moving back into groups. The findings indicate that quantity of work completed generally increases when children are sat in rows whilst quality of work is maintained. 相似文献
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T. Neville Postlethwaite Lise Vislie Maurice Saliba A. J. Cropley Pedro T. Orata G. J. Warnock James Lynch Arthur Hearnden G. de Landsheere I. D. Zverev Godfrey N. Brown Yung H. Park Annie Vinokur Richard J. Shavelson Jindra Kulich Walter Hahn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):139-166
69.
The importance of progression and continuity to effective teaching and learning is embedded in the current early years curriculum framework in England. However, there are competing definitions of these twin concepts, which can be both learner centred and curriculum centred. This paper reports the first stage of a study which aims to elicit early childhood teachers' understanding of progression and continuity in learning, and to articulate their interpretations of National Curriculum policies. The data demonstrate how teachers engage in a process of resistance, adaptation and mediation in order to reconcile tensions between curriculum-centred and learner-centred approaches to progression and continuity. In this respect, they are active agents rather than passive recipients of change. The teachers' theories also function as a challenge and critique to National Curriculum policies and processes of schooling, which reflects an important trend in research on teachers' thinking and classroom practice. L'importance de la progression et de la continuité pour un enseignement et un apprentissage efficaces est ancrée dans le schéma du cursus préscolaire actuel en Angleterre. Cependant, il existe des définitions rivales de ce double concept, qui peut être à la fois axé sur l'apprenant et sur le programme. Ce document présente la première phase d'une étude qui cherche à recueillir la compréhension des enseignants des classes préscolaires en matière de progression et de continuité dans l'apprentissage, et à exprimer leurs interprétations des politiques du programme national. Les informations révèlent la manière dont les enseignants se lancent dans un procédé de résistance, d'adaptation et de médiation afin de concilier les tensions entre des approches axées sur le cursus et centrées sur l'apprenant en matière de progression et de continuité… A cet égard, ils participaient surtout au changement plutôt que de le subir. Les théories de l'enseignant opèrent aussi comme un défi et une critique des politiques du programme national et des procédés d'éducation, ce qui reflète une tendance importante dans la recherche sur l'opinion des enseignants et les méthodes. La importancia de la progresión y continuidad para una efectividad en la enseñanza y aprendizaje está muy arraigada en el marco del plan de estudios actual para menores en Inglaterra. Sin embargo, hay definiciones contradictorias de estos dos conceptos, que pueden basarse tanto en el que aprende como en el plan de estudios. Este artículo informa sobre la primera fase de un estudio cuyo objetivo es obtener el conocimiento de los profesores de menores sobre progresión y continuidad en el aprendizaje, y expresar sus interpretaciones de las normas del plan de estudios nacional. Los datos demuestran cómo los professores se embarcan en un proceso de resistencia, adaptactión y mediación a fin de reconciliar tensiones entre los enfoques, sobre progresión y continuidad que se centran en los que aprenden o en el plan de estudios. Con relación a esto, fueron agentes activos más que recipientes pasivos del cambio. Las teorías de los profesores también funciona como un reto y una crítica a las políticas del plan de estudios nacional y los procesos de educación, lo que refleja una tendencia importancia hacia la investigación del pensamiento de los profesores y práctica docente. 相似文献
70.
This study sought to examine the effects of a metacognitively based strategy training programme on infantrymen's success and speed in beating themselves on two‐dimensional topographical maps in two contexts: in the classroom using three‐dimensional models and in the actual field. Experimental subjects received approximately 150 minutes of strategy training in which observing widely, focusing attention, talking associations between topographical features, inspecting the map and checking for correctness were the main elements. Three‐dimensional models were employed as part of the training. Control subjects were trained using traditional methods of grid referencing leading to map‐to‐ground exercises. Results from the model testing phase showed Experimental subjects superior to Control subjects in accuracy of location but no differences in location times. The field test results showed a tendency for more accurate location by Experimental subjects but this was at the expense of time. The results are discussed in terms of speed/accuracy trade‐offs and the nature of strategy training in the future. 相似文献