全文获取类型
收费全文 | 125681篇 |
免费 | 1867篇 |
国内免费 | 238篇 |
专业分类
教育 | 87288篇 |
科学研究 | 13627篇 |
各国文化 | 2001篇 |
体育 | 9829篇 |
综合类 | 172篇 |
文化理论 | 1096篇 |
信息传播 | 13773篇 |
出版年
2021年 | 958篇 |
2020年 | 1669篇 |
2019年 | 2581篇 |
2018年 | 3158篇 |
2017年 | 3380篇 |
2016年 | 3443篇 |
2015年 | 2319篇 |
2014年 | 3190篇 |
2013年 | 27477篇 |
2012年 | 2416篇 |
2011年 | 2804篇 |
2010年 | 2358篇 |
2009年 | 2639篇 |
2008年 | 2454篇 |
2007年 | 2175篇 |
2006年 | 2438篇 |
2005年 | 2390篇 |
2004年 | 3087篇 |
2003年 | 2355篇 |
2002年 | 2200篇 |
2001年 | 2143篇 |
2000年 | 1807篇 |
1999年 | 1668篇 |
1998年 | 1477篇 |
1997年 | 1539篇 |
1996年 | 1706篇 |
1995年 | 1477篇 |
1994年 | 1481篇 |
1993年 | 1485篇 |
1992年 | 1587篇 |
1991年 | 1489篇 |
1990年 | 1473篇 |
1989年 | 1410篇 |
1988年 | 1268篇 |
1987年 | 1203篇 |
1986年 | 1223篇 |
1985年 | 1499篇 |
1984年 | 1333篇 |
1983年 | 1338篇 |
1982年 | 1284篇 |
1981年 | 1204篇 |
1980年 | 1195篇 |
1979年 | 1323篇 |
1978年 | 1234篇 |
1977年 | 1140篇 |
1976年 | 1035篇 |
1975年 | 842篇 |
1974年 | 835篇 |
1973年 | 807篇 |
1971年 | 668篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
We present a variant of the Game of Pig to introduce the concepts of probability, simulation and expected value. 相似文献
992.
993.
994.
Kevin R. Tarlow 《Teaching Statistics》2016,38(1):16-21
Analysis of variance (ANOVA) is a test of mean differences, but the reference to variances in the name is often overlooked. Classroom activities are presented to illustrate how ANOVA works with emphasis on how to think critically about inferential reasoning. 相似文献
995.
996.
Steve Graham Evan J. Fishman Robert Reid Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89
Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone. 相似文献
997.
998.
Jennifer Ward Stephanie Branson Megan D. Cross Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238
This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. 相似文献
999.
S. Andrew Garbacz Tom Cariveau Emily Barrett 《Journal of educational and psychological consultation》2016,26(2):200-211
The present article explores the utility and feasibility of treatment validation consultation (TVC). Although evidence exists for behavioral consultation, few findings have been reported for TVC. TVC is based on core components of behavioral consultation, but has several unique characteristics. In this article, TVC is situated within the behavioral consultation literature; one case study is used to demonstrate TVC’s utility and feasibility; and considerations for future TVC research are explored. 相似文献
1000.
Eun Young Kang John William McKenna Sarah Arden Stephen Ciullo 《Learning disabilities research & practice》2016,31(1):22-33
In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties. 相似文献