全文获取类型
收费全文 | 27783篇 |
免费 | 465篇 |
国内免费 | 35篇 |
专业分类
教育 | 19764篇 |
科学研究 | 2645篇 |
各国文化 | 250篇 |
体育 | 2159篇 |
综合类 | 34篇 |
文化理论 | 212篇 |
信息传播 | 3219篇 |
出版年
2022年 | 164篇 |
2021年 | 274篇 |
2020年 | 438篇 |
2019年 | 624篇 |
2018年 | 856篇 |
2017年 | 934篇 |
2016年 | 865篇 |
2015年 | 527篇 |
2014年 | 704篇 |
2013年 | 5181篇 |
2012年 | 683篇 |
2011年 | 741篇 |
2010年 | 584篇 |
2009年 | 559篇 |
2008年 | 637篇 |
2007年 | 612篇 |
2006年 | 533篇 |
2005年 | 467篇 |
2004年 | 435篇 |
2003年 | 399篇 |
2002年 | 445篇 |
2001年 | 520篇 |
2000年 | 507篇 |
1999年 | 499篇 |
1998年 | 260篇 |
1997年 | 270篇 |
1996年 | 305篇 |
1995年 | 263篇 |
1994年 | 266篇 |
1993年 | 242篇 |
1992年 | 388篇 |
1991年 | 380篇 |
1990年 | 396篇 |
1989年 | 405篇 |
1988年 | 352篇 |
1987年 | 305篇 |
1986年 | 316篇 |
1985年 | 402篇 |
1984年 | 323篇 |
1983年 | 319篇 |
1982年 | 264篇 |
1981年 | 255篇 |
1980年 | 237篇 |
1979年 | 306篇 |
1978年 | 279篇 |
1977年 | 243篇 |
1976年 | 216篇 |
1975年 | 155篇 |
1974年 | 160篇 |
1973年 | 184篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
21.
As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed. 相似文献
22.
23.
24.
Clifford A. Lynch 《Archives and Museum Informatics》1997,11(1):5-13
Digital documents in the networked information environment fundamentally change the ways that visual materials can be used in education and scholarly discourse. These new uses raise questions about research library strategies with regard to digitized visual materials as a part of their collections, challenge assumptions underlying intellectual property rights for images and their scope, and offer ways in which visual literacy can become a more integral part of the common educational experience. 相似文献
25.
L A Colaianni 《Bulletin of the Medical Library Association》1992,80(1):1-8
The 1991 Janet Doe lecturer describes the vision held by the founders of the Medical Library Association of medical information being readily accessible to health professionals no matter how far they were located from major medical centers, and traces the pursuit of this vision to current outreach activities. 相似文献
26.
27.
28.
Donald D. Deshler Jean B. Schumaker B. Keith Lenz Janis A. Bulgren Michael F. Hock Jim Knight Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108
Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively. 相似文献
29.
Julie A. Washington 《Learning disabilities research & practice》2001,16(4):213-221
The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout. 相似文献
30.