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271.
What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language. 相似文献
272.
The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed. 相似文献
273.
Prof. Dr. U. Trautwein Prof. Dr. F. Baeriswyl Prof. Dr. O. Lüdtke Christian Wandeler lic. Phil. 《Zeitschrift für Erziehungswissenschaft》2008,11(4):648-665
Opening up educational paths and especially decoupling educational courses and final school qualifications are seen as important aspects of the modernization of Swiss education. The study presented here investigates to what extent this de-linking actually took place in the case of the Swiss canton Freiburg. 525 pupils from German-speaking schools were observed in their progress from the end of primary school (year 6) to the transfer into the upper secondary level Gymnasium (year 10) or into alternative educational routes. Indeed, almost half of the young people, who went to the Gymnasium, previously studied at a middle-level general secondary school and not the preparatory Progymnasium; a strong indication of decoupling. Furthermore, the study shows that entry into the upper secondary level Gymnasium is still possible for pupils despite weak performance at primary level. Irrespective of the evidence for an opening of the education system, the findings also show that attending a Progymnasium has a significant effect on school biographies. The chance of transferring into the upper secondary level Gymnasium is twice as high for graduates, who attended a Progymnasium, as for comparative pupils, who did not. Additionally, a privileged social background correlates with a high chance of entry into the upper secondary level Gymnasium. 相似文献
274.
Three different methods were used to investigate the basis of judgments about the success of inclusion made by key staff in an education service in the UK. First, a structured questionnaire was used by staff to rate the pupil social and learning skills needed for success in mainstream classes. Second, an open-ended elicitation technique was used to identify criteria for successful inclusion that are spontaneously generated by staff. Third, a scenario rating scale was constructed to assess experimentally the relative priority accorded by staff to each success criterion. A substantial degree of consensus across methods was identified in the specific skills and key success criteria considered important by different groups of staff. Parallels with previous questionnaire-based research conducted in the US are discussed. Some differences across methods and respondent groups are also identified, and the potential advantages of multi-perspective, multi-method approaches to assessing inclusion success criteria are considered. 相似文献
275.
In three experiments, we examined the effect on the patterns of responding noted on fixed interval (FI) schedules of prior
exposure to a range of interval and ratio schedules. Rats leverpressed for food reinforcement on random ratio (RR), random
interval (RI), or variable interval (VI) schedules prior to transfer to FI schedules. In Experiment 1, prior exposure to an
RR schedule retarded the development of typical FI patterns of responding. Exposure to a yoked RI schedule produced even greater
retardation of typical FI performance. This effect was replicated in Experiment 2, using a within-subjects design. Rats responded
on a multiple RR-RI schedule prior to a multiple FI-FI schedule. Typical FI performance emerged more slowly in the component
previously associated with the RI than with that associated with the RR. In Experiment 3, exposure to an RR schedule retarded
the development of FI performance to a greater extent than did exposure to a VR schedule. The latter schedule was programmed
to allow the possibility that inhibitory control would develop after reinforcement. These results confirm that ratio schedules
independently result in the disruption of FI responding. This effect was not long lasting and cannot be used plausibly to
explain species differences in responding to FI schedules. However, it does suggest that temporal control—as manifested by
the transfer of inhibitory control from one schedule to another—could facilitate movement between interval schedules. 相似文献
276.
Phil Madans 《Publishing Research Quarterly》2012,28(1):8-16
On December 7, 2011, the Book Industry Study Group released BISG Policy Statement POL-1101, Best Practices for Identifying
Digital Products, capping an 18-month project by a working group of the BISG Identification Committee. This article chronicles
how a diverse group of industry professionals, from every sector of the supply chain, came together to deal with an issue
that had polarized the industry since 2005. Based on a presentation made by the author at the 2011 Annual Meeting of the Book
Industry Study Group, this article delves further into the history and the methodology behind the drafting of the Policy Statement. 相似文献
277.
Reed P 《Learning & behavior》2006,34(4):379-386
Three experiments were performed to examine the effect of response force on rats’ performance on various schedules of reinforcement.
Response force was manipulated by changing the weight of the lever in the operant chamber—a heavy lever for high response
force and a light lever for low response force. Using a within-subjects design, Experiment 1 replicated previous findings
that rats respond more quickly on variable ratio (VR) than on equivalent variable-interval-plus-linear-feedback (VI+) schedules.
Experiment 2 replicated this finding but also showed that the use of a smaller response force abolished the response rate
difference between the VR and VI+ schedules. Experiment 3 used a between-subjects design and showed a response rate difference
between the VR and VI+ schedules with a high response force but no response rate difference with a low response force. This
suggests that under conditions of low force, when the rats’ responding can continue at prolonged high rates, these subjects
show little difference in their response rates between VR and VI+ schedules. These data are similar to those found for human
subjects. 相似文献
278.
279.