全文获取类型
收费全文 | 1966篇 |
免费 | 40篇 |
专业分类
教育 | 1403篇 |
科学研究 | 135篇 |
各国文化 | 29篇 |
体育 | 222篇 |
文化理论 | 10篇 |
信息传播 | 207篇 |
出版年
2023年 | 9篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 36篇 |
2019年 | 76篇 |
2018年 | 85篇 |
2017年 | 78篇 |
2016年 | 61篇 |
2015年 | 47篇 |
2014年 | 58篇 |
2013年 | 422篇 |
2012年 | 39篇 |
2011年 | 53篇 |
2010年 | 34篇 |
2009年 | 43篇 |
2008年 | 47篇 |
2007年 | 36篇 |
2006年 | 43篇 |
2005年 | 26篇 |
2004年 | 42篇 |
2003年 | 37篇 |
2002年 | 33篇 |
2001年 | 30篇 |
2000年 | 49篇 |
1999年 | 27篇 |
1998年 | 20篇 |
1997年 | 22篇 |
1996年 | 16篇 |
1995年 | 15篇 |
1994年 | 28篇 |
1993年 | 25篇 |
1992年 | 24篇 |
1991年 | 19篇 |
1990年 | 18篇 |
1989年 | 21篇 |
1988年 | 16篇 |
1987年 | 11篇 |
1986年 | 16篇 |
1985年 | 15篇 |
1984年 | 22篇 |
1983年 | 16篇 |
1981年 | 17篇 |
1980年 | 9篇 |
1979年 | 17篇 |
1978年 | 10篇 |
1977年 | 9篇 |
1974年 | 9篇 |
1971年 | 9篇 |
1927年 | 8篇 |
1926年 | 10篇 |
排序方式: 共有2006条查询结果,搜索用时 15 毫秒
71.
72.
Mark Wolery Patricia Munson Doyle Melinda Jones Ault David L. Gast 《Exceptionality》2013,21(4):265-270
Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded. 相似文献
73.
Ron Johnston 《Perspectives: Policy and Practice in Higher Education》2013,17(4):115-118
74.
Sharon ABBEY Bev BAILEY Jane Dubrick Kathleen Moore Joyce Nyhof-YOUNG Erminia Pedretti Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102
Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations. 相似文献
75.
76.
The WWW is increasingly used as a medium to support education and training. A course at the University of Twente in which groups of students collaborate in the design and production of multimedia instructional materials has now been supported by a website since 1995. Workflow was integrated with other components in the website to investigate whether workflow can help instructors and students to have a better overview of group progress. Our evaluation shows that the introduction of workflow does provide added value. Another outcome of the experiment is that the transfer of a business application (workflow) into the educational domain has highlighted some differences and similarities between educational and business processes. This article explores some of these issues as highlighted by the application of workflow in education. 相似文献
77.
78.
79.
80.