全文获取类型
收费全文 | 250篇 |
免费 | 3篇 |
国内免费 | 12篇 |
专业分类
教育 | 209篇 |
科学研究 | 18篇 |
各国文化 | 3篇 |
体育 | 10篇 |
信息传播 | 25篇 |
出版年
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 14篇 |
2015年 | 5篇 |
2014年 | 3篇 |
2013年 | 57篇 |
2012年 | 13篇 |
2011年 | 5篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 8篇 |
2005年 | 8篇 |
2004年 | 2篇 |
2003年 | 8篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1974年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1938年 | 1篇 |
排序方式: 共有265条查询结果,搜索用时 15 毫秒
71.
72.
73.
74.
75.
Phil Goss 《British Journal of Special Education》2003,30(2):87-92
Phil Goss has extensive experience as a practitioner and manager in schools for pupils with severe and profound and multiple learning difficulties. In this article, he reports on his enquiries into the gender mix among staff in these schools. He finds that there are significantly more women than men working as teachers and in support roles in these specialist contexts. Phil Goss goes on to discuss the outcomes of his research into headteachers' perceptions of the impact of this gender imbalance. In concluding, he makes a series of proposals for future policy on recruitment and staff development, for teachers and teaching assistants. Phil Goss argues that we need to find ways to bring more men into this work. 相似文献
76.
77.
78.
Phil Reed 《Learning & behavior》2000,28(2):136-146
In four experiments, the effect of sequential exposure to a series of five novel flavors on the subsequent neophobic response
of water-deprived rats to those flavors when they were presented simultaneously was examined. After a list-test interval of
30 min and a list-interstimulus interval of 10 sec, the rats generally consumed more of the first and last flavors presented
in the initial sequence. This finding was taken to reflect the existence of primacy and recency effects. Experiment 1 provided
evidence that successive contamination can occur between flavors in the initial list, making subsequent recognition of later
flavors in the list more difficult. However, this effect was overcome by presentation of water between each flavor during
the list exposure. Experiments 2 and 4 showed that primacy was not a necessary result of successive contamination in this
procedure, by demonstrating that increasing the interstimulus interval between list items decreased the size of the primacy
effect. This result suggests that rats’ memory for serially presented items may be controlled by mechanisms different from
those typically implicated in the human verbal memory literature. In Experiment 3, the question of whether the testing procedure
adopted here could have introduced sources of artifactually produced serialposition effects was explored, but no such influence
was found. 相似文献
79.
Learning is high on the political agenda for post-compulsory education and training in England. Official discourses about learning assume a predominantly individualist stance, despite the development of theoretical models that stress the contextual and situated nature of learning. In a study following 50 young people through further education over 4 years, it became apparent that the institutional culture of the colleges had a significant impact upon students' dispositions towards their learning. In this paper, we explore the nature and significance of this impact in a case-study sixth form college: an under-researched sector of educational provision. This is followed by a brief discussion of the implications of our analysis for issues of access, widening participation and inequality in relation to current proposals to reform age 16-19 educational provision in England. We conclude by identifying some of the questions about the fine-grained nature of that college culture that our data does not permit us to address directly. 相似文献
80.
Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed. 相似文献