全文获取类型
收费全文 | 415篇 |
免费 | 10篇 |
专业分类
教育 | 317篇 |
科学研究 | 23篇 |
各国文化 | 3篇 |
体育 | 33篇 |
文化理论 | 3篇 |
信息传播 | 46篇 |
出版年
2022年 | 3篇 |
2020年 | 4篇 |
2019年 | 14篇 |
2018年 | 18篇 |
2017年 | 16篇 |
2016年 | 10篇 |
2015年 | 14篇 |
2014年 | 7篇 |
2013年 | 101篇 |
2012年 | 5篇 |
2011年 | 17篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 8篇 |
2005年 | 3篇 |
2004年 | 6篇 |
2003年 | 4篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 4篇 |
1996年 | 3篇 |
1995年 | 9篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1990年 | 5篇 |
1989年 | 10篇 |
1988年 | 11篇 |
1987年 | 10篇 |
1986年 | 8篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1974年 | 4篇 |
1971年 | 3篇 |
1970年 | 2篇 |
1968年 | 6篇 |
1967年 | 5篇 |
1927年 | 2篇 |
1925年 | 2篇 |
1921年 | 2篇 |
1920年 | 2篇 |
排序方式: 共有425条查询结果,搜索用时 15 毫秒
121.
The major findings of several research projects that investigated dyslexic college students are summarized in this paper.
Consistent findings of these investigations led to the following conclusions. 1) Developmental dyslexia is a syndrome made
up of the following four symptoms: slow rate of reading, error-prone oral reading, poor written spelling, and grammatically
incorrect writing; 2) all these symptoms could be traced to a poor mastery of the grapheme-phoneme relational rules; 3) developmental
dyslexia can be found in subjects who appear to have adequate oral language skills; 4) ex-dyslexics who appear to be “poor
spellers but good readers” have subtle reading deficits; and 5) the 20 dyslexic subjects investigated appear to constitute
a homogeneous group which raises questions regarding dyslexia subtypes. 相似文献
122.
The premise of this article is that international academic relations as a field of study need to be defined and given a theoretical underpinning. The authors therefore analyse various approaches to the study of international relations in general and propose ways by which the particularities of international academic relations might be linked to the larger subject. Of importance here is the development of a framework which will take into account the political‐economic role of the university both as a cultural institution and as a knowledge institution. The framework they suggest is then tested with regard to an examination of the international academic relations of the OECD countries, particularly Canada, with the universities of China. 相似文献
123.
124.
125.
Linda M. Phillips Stephen P. Norris Denyse V. Hayward Meridith A. Lovell 《Early Childhood Education Journal》2017,45(1):111-119
This study investigated whether mothers’ measured reading proficiency and their educational level predict, over and above each other, their children’s receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled. The sample included 155 children (aged 3–5 years) and their mothers (aged 20–44 years) of low income and low educational background from Western Canada. Findings support the conclusion that maternal reading level predicts both their children’s receptive vocabulary and reading proficiency prior to schooling after maternal education is taken into account. The findings also show, after the effects of maternal reading ability are removed, maternal education predicts their children’s reading ability prior to school but not their receptive vocabulary proficiency. Thus, maternal reading proficiency and maternal education appear not to serve as proxies for each other, and the use of both variables should be used in studies where children’s reading and receptive vocabulary proficiency are dependent measures. Early childhood educators dedicated to the improvement of the language and literacy levels of children in their care may consider the implementation of programs that focus on improving mothers’ reading proficiency whereby their children’s levels also improve. Early childhood education is the prime time to provide a richer and more fruitful approach to reduce the persistent knowledge gap of children from low-income and low-educational background families. 相似文献
126.
Margaret Phillips Michael Fosmire Laura Turner Kristin Petersheim Jing Lu 《The Journal of Academic Librarianship》2019,45(1):39-49
Practicing engineers and undergraduate engineering and technology students seek and use information differently within the research and design process. This paper presents the results of a survey conducted by librarians at Purdue University and information specialists at Caterpillar Inc. to analyze self-reported information habits and challenges of both user populations. The authors created surveys containing similar questions for each user group, using a framework that asked participants to think about their information needs and use during a recent engineering project. The survey questions discerned users' confidence in their information abilities, and their preferences and barriers for finding and using information.The results of this study reveal differences between students and engineers and are informative for both academic and corporate librarians. Key findings affirm previous research that novices are more confident in their abilities than experts. Additionally, the findings suggest undergraduates prefer quick, easy to digest content like online videos and news, while engineers are more likely to learn by consulting a colleague or other subject expert, and through reading journals and trade literature. While students rated themselves as more confident information users, engineers reported working in a more complex information landscape, which includes internal document management systems and numerous places to look for technical information. Findings within this paper can inform the development of information literacy curricula that better parallels the corporate environment, and can give corporate librarians insight into how recent graduates may expect to interact with information in a new work environment. 相似文献
127.
Career development is crucial to the success of individuals, organizations and industries. As such, in many professions there are prescribed career development processes underpinned by legal and institutional policies that drive managerial practice. Although there has been sustained interest in understanding career development for athletes and building managerial strategies to assist in the process, there is little empirical knowledge about career development of coaches, and how management may assist in the process. The aim of this study is to explore the way in which sport policy discourse and agendas have impacted coach career development. This study demonstrates that coaches’ careers are not part of the policy discourse despite their important role in athlete performance, career development and sport organization development and success. Coaches are the key performance managers in sport and yet they are ignored by sport policy makers and managers when considering the development of the Australian sport workforce. 相似文献
128.
Christopher J. Harris Rachel S. Phillips William R. Penuel 《Journal of Science Teacher Education》2012,23(7):769-788
Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers?? instructional moves to elicit and develop students?? ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students?? ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers?? differing strategies for eliciting students?? ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers?? enactments enabled them to work with students?? ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse. 相似文献
129.
The present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children’s skill in properly introducing characters significantly accounted for variance in all outcome measures (narrative comprehension, narrative quality, and listening comprehension) above and beyond the control variables (age, total number of words, and mean length of utterance) and literate language features (adverbs, conjunctions, mental and linguistic verbs, and elaborated noun phrases). These results indicate that the child’s retell and language comprehension skills may develop concurrently with proper character introduction. 相似文献
130.
A Longitudinal Study of Intralimb Coordination in the First Year of Independent Walking: A Dynamical Systems Analysis 总被引:1,自引:0,他引:1
Using a dynamical systems approach, we examined the development of intralimb coordination over the first year of independent walking. The segmental motion of the thigh and shank and their intralimb coordinative relationship were modeled dynamically as a system of coupled limit cycles. To test the predictions of such a dynamic model in the development of intralimb coordination, 3 infants were filmed from the onset of their first upright independent walking steps, and weekly for the next month and then every month thereafter until they had been walking for 1 year. 3 adults also were included for comparison. Analysis of the kinematics data derived from the film revealed that at the emergence of walking, the limit cycle system displayed instability in several aspects. With walking experience, however, the limit cycle regime became more attractive, such that by 3 months of walking the infants appeared to have found an adult-like stable coordinative relationship between the 2 segments. This pattern of instability followed by stability is consisted with the transitional behaviors of dynamical systems. Several potential control parameters are discussed that might contribute to the stabilization of the walking behavior. The utility of employing a dynamical systems approach for understanding developing behavioral systems is discussed. 相似文献