全文获取类型
收费全文 | 5813篇 |
免费 | 53篇 |
国内免费 | 5篇 |
专业分类
教育 | 4317篇 |
科学研究 | 354篇 |
各国文化 | 113篇 |
体育 | 366篇 |
综合类 | 4篇 |
文化理论 | 58篇 |
信息传播 | 659篇 |
出版年
2020年 | 54篇 |
2019年 | 99篇 |
2018年 | 100篇 |
2017年 | 158篇 |
2016年 | 133篇 |
2015年 | 99篇 |
2014年 | 110篇 |
2013年 | 1449篇 |
2012年 | 120篇 |
2011年 | 107篇 |
2010年 | 101篇 |
2009年 | 120篇 |
2008年 | 139篇 |
2007年 | 126篇 |
2006年 | 115篇 |
2005年 | 111篇 |
2004年 | 112篇 |
2003年 | 107篇 |
2002年 | 95篇 |
2001年 | 62篇 |
2000年 | 74篇 |
1999年 | 59篇 |
1998年 | 65篇 |
1997年 | 70篇 |
1996年 | 74篇 |
1995年 | 69篇 |
1994年 | 76篇 |
1993年 | 70篇 |
1992年 | 69篇 |
1991年 | 76篇 |
1990年 | 76篇 |
1989年 | 76篇 |
1988年 | 66篇 |
1987年 | 60篇 |
1986年 | 69篇 |
1985年 | 55篇 |
1984年 | 61篇 |
1983年 | 85篇 |
1982年 | 60篇 |
1981年 | 60篇 |
1980年 | 66篇 |
1979年 | 58篇 |
1978年 | 80篇 |
1977年 | 63篇 |
1976年 | 49篇 |
1975年 | 51篇 |
1973年 | 43篇 |
1970年 | 48篇 |
1969年 | 38篇 |
1966年 | 39篇 |
排序方式: 共有5871条查询结果,搜索用时 15 毫秒
971.
This paper reviews recent research in the area of initial fraction concepts. The common goal of the empirical studies which are represented in this analysis was to assist children develop a meaningful understanding of the rational number construct, founded on durable fraction concepts. Two interpretations of findings were derived from the research. One group of researchers identified initial fraction concepts emerging from the application of intuitive mechanisms, in particular partitioning in either continuous or discrete contexts, and leading to unit identification and iteration of the unit. The other group of researchers identified ideas of ratio and proportion present in young children's early thoughts about fractions.By generating links between studies, integrated research is created and consensus regarding critical problems and future directions is reached. Concluding remarks pose questions for further investigation. 相似文献
972.
Robert F. Lorch Jr. 《Educational Psychology Review》1989,1(3):209-234
Signals are writing devices that emphasize aspects of a text's content or structure without adding to the content of the the text. Findings are reviewed for studies of several different types of signaling devices, including: titles, headings, previews, overviews, summaries, typographical cues, recall sentences, number signals, importance indicators, and summary indicators. Most investigations have examined how the presence of signals in a text affects subsequent memory for the text. Virtually all types of signals produce better memory for information they cue in a text, whereas memory for unsignaled information often is unaffected. Less attention has been directed to signaling effects on other cognitive processes, such as attention, basic reading processes, and comprehension. It is argued that an understanding of how signals influence these processes will contribute to the application of signaling research to reading and writing instruction and to our general understanding of reading. 相似文献
973.
Robert Savage George Georgiou Rauno Parrila Kristina Maiorino 《Scientific Studies of Reading》2018,22(3):225-247
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or Best-Practices small-group reading programs, typically for 10–11 hr over 10 weeks. Students were matched on baseline reading and language abilities, parent demographic measures, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the DMSfV program (p < .05 for word reading and spelling at posttest and word reading and sentence comprehension at 5-month delayed posttest), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of small-group preventative literacy intervention models that teach both direct mapping of grapheme–phoneme correspondences in text and set-for-variability. 相似文献
974.
Adult-Child Relationship Processes and Early Schooling 总被引:5,自引:0,他引:5
Robert C. Pianta 《Early education and development》1997,8(1):11-26
This paper highlights the importance of social processes in early school outcomes. Child-adult relationships are a social context with particular salience for the development of a number of social and academic outcomes in early childhood. Research on both child-parent and child-teacher relationships is reviewed. Measurement technologies are described and conceptual perspectives based on dyadic systems models are advanced as heuristics for future research. Practice implications are drawn with respect to assessment of relationships and implications for conceptualization of early childhood outcomes. 相似文献
975.
Students entering institutions of higher learning have been observed to be deficient in the skills and dispositions necessary for engaging in sustained autonomous study. Evidence from investigations comparing instructional features and students' study activities across different courses and grade levels suggests that (a) particular features of courses may act to prompt or inhibit the development of proficiency at academic studying; and (b) the difficulties experienced by postsecondary students may be traced to certain discontinuties between characteristics of courses at the secondary versus post-secondary levels. These discontinuities can be described in terms of three dimensions: (a) differences in the demands made on particular study activities associated with different coursework requirements; (b) the degree to which instructors provide supportive practices designed to facilitate or sustain students' productive study activities; and (c) the prevalance of teaching strategies designed to compensate students for their study deficiencies. Using evidence from extant research on studying and results from recent investigation of secondary-level courses, the claim is made that particular patterns of instructor-implemented demands (workload, test difficulty, and latitude for self-direction) and compensations (test review practices, overlap between test items and instructor handouts, and the presence of safety nets) might account for deficiencies in the study activities of postsecondary graduates. Further, improving the level of preparedness of secondary-level graduates for the demands associated with higher education courses is discussed in terms of the need for the provision of particular support practices (e.g., feedback, clear performance expectations, and guided practice) in secondary-level courses. 相似文献
976.
977.
978.
979.
Robert Clinton 《海外英语》2003,(6):35
Early in his childhood, as soon as he was able to speak, he was asked what kind of face he would like to have. They agreed when he said he' d like to have a blue face like his mother, who had hers from being born in the sea. Pith(抽去;杀死) from the claws of a certain bird furnished the dye, which he let the nurse wipe over his brow and cheeks. Soon his face was blue and stayed blue; and although no one said it to him, everyone thought he was a beautiful boy. 相似文献
980.
Robert A. Rescorla 《Learning & behavior》1997,25(4):485-497
In six experiments, rats received discriminative training in which making a response (R) during a stimulus (S) produced a particular outcome (O). In Experiment 1, that outcome was replaced by a second outcome and responding was tested either immediately or after a delay. More substantial responding was observed with the delayed test. In Experiment 2, a test of transfer to new responses suggested that the growth in performance was not attributable to greater use of particular S-O associations. However, in Experiment 3, the growth in responding was found to be specific to particular S-R combinations. Experiment 4 replicated that specificity and demonstrated the importance of using two different outcomes for obtaining the growth in responding with time. Experiments 5 and 6 repeated these observations for the case of extinction, in which O was replaced by nonreinforcement. These results are interpreted as suggesting that an outcome-independent inhibitory S-R process develops, both with extinction and with the use of a second outcome, but dissipates with time. 相似文献