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441.
This article is a case study of the thinking and actions of Mr. Corrigan, an experienced high school chemistry teacher. We explored Corrigan's ideas on teaching science by conducting two types of interviews, and wrote a case summary for Corrigan to read that compared his ideas with our classroom observations. We described his practice as centering on structured classroom and laboratory time, and contrasted it with his emphasis on students' exploratory thinking in the interviews. Corrigan's reflections on the case summary revealed a set of tacit conceptions of teaching science centered on the necessity of having a highly organized classroom and laboratory to ensure students' content understanding and success on tests and in college. We felt Corrigan faced a dilemma in that he values both his control of learning activities and the students' learning through exploration. Corrigan was confident in his practice and did not see much of a dilemma, and felt he was attending to both aspects of his thinking in an adequate fashion. Corrigan's reflections on the case summary are presented as a commentary on our perspective of the relationship between his thinking and actions. Working with Corrigan revealed to us the complexity of characterizing a teacher's thinking and its relationship to actions, and the value of the insight researchers gain from discussing their conclusions with the teacher. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 239–254, 1997. 相似文献
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Reading and Writing - 相似文献
446.
Barbara A. Mowder Virginia Smith Harvey Linda Moy Mariana Pedro 《Psychology in the schools》1995,32(1):27-37
This research examined the parent role as perceived by a large number of parents of school-age children in New Hampshire. The results reveal that these parents readily describe a parent role using the same characteristics that emerge from the research literature. More importantly, the subjects consider each of the six parent role characteristics as differentially important at different stages in children's development. The implications of this research for school psychologists are many, including, for instance, assessment, consultation, and intervention. 相似文献
447.
Autistic learners master visual and spatial abilities; they use visual language to organise, understand and give meaning to the world. Although they might struggle with verbal skills, they have an associative way of thinking. Taking into consideration the characteristics of seven autistic pupils, the aim of this paper was to identify the potential of picture books in relation to autistic readers in order to explain why picture books can be supportive tools for improving verbal and social communication skills. The findings, based on a qualitative case study and a reader response framework, show that picture books help children with autism develop social and communication skills as well as foster imagination. Their written outcomes clearly showed children's need to tell stories. 相似文献
448.
Seçil Gönültaş Bilge Selçuk Virginia Slaughter John A. Hunter Ted Ruffman 《Child development》2020,91(2):e280-e298
Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading. 相似文献
449.
Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period.
Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle
training; all received training in orthographic and phonological skills, practice in oral reading of connected text, and monitoring
strategies for comprehension. Results showed that the children improved reliably in reading and related measures. Treatment
condition did not predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only
on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not
yet mastered accuracy and automaticity of word recognition should be given explicit instruction in word recognition, especially
in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students
on hierarchical linear modeling (HLM) growth analyses.
This dissertation research by the first author, and supervised by the second, was supported by Grant No. HD-33812 and Grant
No. HD-25858-09 from the National Institute of Child Health and Human Development. 相似文献
450.
Virginia A. Mann 《Annals of dyslexia》1984,34(1):117-136
The results of many studies suggest that early reading problems are associated with deficiencies in certain spoken language
skills. Children who encounter reading difficulty tend to be deficient in the perception of spoken words, the ability to retain
linguistic material in temporary memory, and the ability to comprehend certain spoken sentences, as well as in their awareness
about the phonological structure of spoken words. This paper summarizes these findings and provides an explanation in terms
of the requirements of skilled reading. It further reviews the results of two longitudinal studies which show that inferior
performance in kindergarten tests of language skills may presage future reading problems in the first grade. Based on these
studies, procedures are suggested for kindergarten screening and for some ways of aiding children who, by virtue of inferior
performance on the screening tests, might be considered at risk for early reading difficulties.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983.
This paper was prepared while the author was a Fulbright Fellow at the Research Institute of Logopedics and Phoniatrics at
the University of Tokyo, Tokyo, Japan. Much of the research herein described was supported by NICHD Grant HD-01994 and BRS
Grant 05596 to Haskins Laboratories, Inc. 相似文献