全文获取类型
收费全文 | 217篇 |
免费 | 4篇 |
专业分类
教育 | 105篇 |
科学研究 | 12篇 |
各国文化 | 2篇 |
体育 | 13篇 |
文化理论 | 1篇 |
信息传播 | 88篇 |
出版年
2022年 | 1篇 |
2021年 | 6篇 |
2020年 | 3篇 |
2019年 | 9篇 |
2017年 | 2篇 |
2016年 | 3篇 |
2015年 | 5篇 |
2014年 | 11篇 |
2013年 | 39篇 |
2012年 | 3篇 |
2011年 | 7篇 |
2010年 | 6篇 |
2009年 | 15篇 |
2008年 | 10篇 |
2007年 | 7篇 |
2006年 | 5篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 11篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 6篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1887年 | 1篇 |
1862年 | 1篇 |
1852年 | 1篇 |
1841年 | 1篇 |
1840年 | 3篇 |
1833年 | 1篇 |
排序方式: 共有221条查询结果,搜索用时 15 毫秒
121.
Claire Beecroft Andrew Booth Mary Edmunds Otter Christine Keen Colin Lynch 《Health information and libraries journal》2009,26(4):307-315
Background: This article describes the potential role for National Health Service (NHS) libraries in supporting health research. The content is partly based on the proceedings of the ‘Best Information for Best Research for Best Health’ event at University of Leicester in November 2006. Objectives: With reference to the UK Department of Health's Research and Development (R&D) strategy, Best Research for Best Health and the Cooksey Review of public funding of health research, the article seeks to identify areas where NHS library and information staff can become involved in supporting the research process. Methods: The authors examined the challenges and opportunities that these reports offer and looked at two areas where library and information services (LIS) staff can potentially expand their services‐supporting researchers at every stage of the research process and transferring research into practice. Results: Staff in NHS libraries need to create an environment in which their role in the research process is recognized and valued. LIS staff can develop roles within the research process and thereby improve the robustness and validity of research outputs. Training and development of LIS staff is a key priority and can be taken forward despite the limitations of budgets and staffing levels. Conclusions: A proactive and assertive approach is needed to achieve a cultural shift within NHS library practice from supporting research from the outside, to being fully integrated within the research process. 相似文献
122.
123.
A precisely controlled automated procedure confirms a developmental decalage: Infants acquiring English link count nouns to object categories well before they link adjectives to properties. Fourteen- and 18-month-olds ( n = 48 at each age) extended novel words presented as count nouns based on category membership rather than shared properties. When the same words were presented as adjectives, infants revealed no preference for either category- or property-based extensions. The convergence between performance in this automated procedure and in more interactive tasks is striking. Perhaps more importantly, the automated task provides a methodological foundation for (a) exploring the development of form–meaning links in infants acquiring languages other than English and (b) investigating the time course underlying infants' mapping of novel words to meaning. 相似文献
124.
125.
126.
127.
128.
Greg Murrie James Strick Russell Blackford Tamas Pataki John Forge Dennis Georgakis Andy Monk Richard McDonough Greg Wilby R. W. Home J. H. D. Amador Jean Lachapelle Anthony Corones Adrienne Hallam Emily Booth David Oldroyd James Franklin John Forge William A. S. Sarjeant Stewart Russell Vladimir B. Popescu Andrew Oakley Anthony Corones Roderick D. Buchanan David Branagan Tamara Kohn James Maffie 《Metascience》1997,6(2):71-171
129.
Valerie Coultas Paul Booth 《Changing English: An International Journal of English Teaching》2019,26(1):30-47
This article records and evaluates a student’s learning journey in two modules on an MA (Education) English Language Teaching (ELT) programme: an Oracy and ELT Pedagogy module and an Educational Technologies module. The notions of ‘exploratory talk’ and ‘task-based learning’ are explored using a single case study with material drawn from the student’s autobiography and diary, the spoken and written assignments, and the student and lecturers’ reflections on completion of the modules. We show, through the use of autobiography and critical reflection, what the student brings to the course and how this reflection allows him to use and transfer knowledge from one module to another. We analyse the ways in which the modules complement each other and how this influences the student’s learning and teaching practice. We then identify the key features of his learning in relation to ELT pedagogy. 相似文献
130.