全文获取类型
收费全文 | 765篇 |
免费 | 13篇 |
国内免费 | 1篇 |
专业分类
教育 | 590篇 |
科学研究 | 69篇 |
各国文化 | 9篇 |
体育 | 46篇 |
文化理论 | 4篇 |
信息传播 | 61篇 |
出版年
2021年 | 4篇 |
2020年 | 10篇 |
2019年 | 22篇 |
2018年 | 23篇 |
2017年 | 31篇 |
2016年 | 18篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 180篇 |
2012年 | 15篇 |
2011年 | 11篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 16篇 |
2007年 | 8篇 |
2006年 | 23篇 |
2005年 | 16篇 |
2004年 | 13篇 |
2003年 | 7篇 |
2002年 | 12篇 |
2001年 | 11篇 |
2000年 | 5篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 12篇 |
1996年 | 13篇 |
1995年 | 10篇 |
1994年 | 8篇 |
1993年 | 9篇 |
1992年 | 10篇 |
1990年 | 8篇 |
1989年 | 12篇 |
1988年 | 6篇 |
1987年 | 12篇 |
1986年 | 9篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 8篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 8篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 4篇 |
1900年 | 5篇 |
1877年 | 5篇 |
1865年 | 4篇 |
排序方式: 共有779条查询结果,搜索用时 15 毫秒
71.
72.
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献
73.
74.
Abstract Agricultural colleges and universities in industrial countries are faced with declining numbers of students and the need to carefully evaluate alternative structures and functions to meet the challenges of a sustainable food supply. Current education and research are compartmentalized into classical departments and disciplines that often ignore the complex realities of natural, agricultural, and other human-designed systems. Communication with the agricultural industry likewise is confined to answers to specific questions that are perceived to be within the domain of specialized research and expertise. There is relative isolation from the natural resource environment and the urban society context. We propose two models for greater integration of learning activities among departments as well as moving more research and education into the field and food system. These alternative strategies broaden the concept of ‘faculty’ to include educators from farming, business, government, and non-profit groups, and promote team research and education within the context of the natural environment and with urban society. This type of action research and action learning can provide answers to immediate questions as well as contribute to a long-term, sustainable, locally-based food system through students who are prepared to deal with complex issues in the future. 相似文献
75.
76.
Charles Francis James King Geir Lieblein Tor Arvid Breland Lennart Salomonsson Nadarajah Sriskandarajah 《The Journal of Agricultural Education and Extension》2013,19(4):385-400
Abstract Our aim is to describe open-ended case studies for learning real-life problem solving skills, and relate this approach to conventional, closed-ended decision case studies. Teaching methods are open-ended cases in agroecology, an alternative to traditional strategies that lead students through prepared materials and structured discussions to determine an outcome already known to the instructor. Our method promotes a culture of curiosity. Multiple evaluation criteria show how this learning strategy provides students with practice in researching, envisioning and designing potential scenarios for clients in the field. In agroecology case studies, students and instructors are co-learners in a discovery process that includes gathering information from key clients, interviewing major stakeholders, and building an understanding of the current context of the local farming and food systems. Two agroecology courses in Norway, a field course in the US Midwest, and an experimental course in Sweden and Vietnam illustrate this learning strategy. Student evaluations of learning have been highly positive, and skills and methods from courses have been applied in their thesis projects and professional careers. Practical results reveal that students are well prepared for an uncertain, complex, multi-dimensional and dynamic future, have the capacity to develop alternative future scenarios, and have practiced methods to evaluate options based on production, economic, environmental and social criteria and impacts. This innovative strategy is offered as a complement or alternative to conventional decision case studies and evaluated as an approach to experiential learning, an important and effective method for adult learners. 相似文献
77.
Ya P. Hsiao Francis Brouns Liesbeth Kester Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100
Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction. 相似文献
78.
ABSTRACT We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HRmax). For IW, participants alternated between 3 min at 80% HRmax and 2 min at 50% HRmax. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O2 showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg?1.min?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults. 相似文献
79.
A. Mark Langan David M. Shuker W. Rod Cullen David Penney Richard F. Preziosi C. Philip Wheater 《Assessment & Evaluation in Higher Education》2008,33(2):179-190
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. 相似文献
80.
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献