全文获取类型
收费全文 | 2037篇 |
免费 | 24篇 |
国内免费 | 2篇 |
专业分类
教育 | 1586篇 |
科学研究 | 70篇 |
各国文化 | 24篇 |
体育 | 140篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 228篇 |
出版年
2022年 | 15篇 |
2021年 | 19篇 |
2020年 | 34篇 |
2019年 | 47篇 |
2018年 | 83篇 |
2017年 | 83篇 |
2016年 | 93篇 |
2015年 | 47篇 |
2014年 | 59篇 |
2013年 | 465篇 |
2012年 | 59篇 |
2011年 | 63篇 |
2010年 | 41篇 |
2009年 | 53篇 |
2008年 | 56篇 |
2007年 | 42篇 |
2006年 | 41篇 |
2005年 | 31篇 |
2004年 | 36篇 |
2003年 | 28篇 |
2002年 | 34篇 |
2001年 | 26篇 |
2000年 | 29篇 |
1999年 | 20篇 |
1998年 | 20篇 |
1997年 | 28篇 |
1996年 | 31篇 |
1995年 | 16篇 |
1994年 | 19篇 |
1993年 | 20篇 |
1992年 | 35篇 |
1991年 | 27篇 |
1990年 | 21篇 |
1989年 | 28篇 |
1988年 | 19篇 |
1987年 | 30篇 |
1986年 | 17篇 |
1985年 | 11篇 |
1984年 | 11篇 |
1983年 | 14篇 |
1982年 | 14篇 |
1980年 | 20篇 |
1979年 | 19篇 |
1978年 | 15篇 |
1977年 | 16篇 |
1976年 | 9篇 |
1975年 | 9篇 |
1974年 | 10篇 |
1973年 | 12篇 |
1971年 | 11篇 |
排序方式: 共有2063条查询结果,搜索用时 15 毫秒
951.
ABSTRACT Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff. 相似文献
952.
Jerold S. Touger Robert J. Dufresne William J. Gerace Pamela T. Hardiman Jose P. Mestre 《International Journal of Science Education》2013,35(2):255-269
An extensive study was conducted of students’ explanations written in response to ‘what if...?’ questions in elementary mechanics. The study showed that the structure of students’ explanations yields roughly the same ranking of students as do problem‐solving tests, but in addition provides a wealth of insights into (1) context dependence and categorization in students’ use of concepts, (2) the effect of misconceptions on context dependence, and (3) the types of explanations that students tend to produce. A follow‐up study, in which students were presented with pairs of pre‐written explanations to ‘what if...?’ questions and asked to indicate a preference, showed that students do not necessarily prefer the types of explanations they write, and have greater difficulty assessing the correctness of explanations that are counter to preference type. Evidence is presented that, for many students, the links between physics thinking and real‐world thinking are all too tenuous. 相似文献
953.
954.
Ann Brown 《Literacy》1998,32(1):9-13
The research outlined in this article was undertaken as part of a small-scale project examining the effects of the voucher scheme on educational provision for four year olds. The findings indicate that, in response to the requirements of the Desirable Outcomes for Children’s Learning, some providers have adopted a formal literacy curriculum based on reading schemes, phonic programmes and worksheets. The article discusses the possible impact of this on children’s reading development. 相似文献
955.
956.
957.
Pamela S. Brown 《Educational gerontology》2013,39(5):397-399
Assessment of student learning is a growing concern for programs in gerontology. This report focuses on the conception, design, funding, and implementation of an innovative online workshop to assess and improve writing skills of students enrolled in distance-learning gerontology classes. The approach is multidisciplinary and involves a collaboration of faculty, adjunct instructors, alumni, graduate students, the student government association, and the local chapter of Sigma Phi Omega. 相似文献
958.
959.
960.