全文获取类型
收费全文 | 9249篇 |
免费 | 102篇 |
国内免费 | 6篇 |
专业分类
教育 | 6668篇 |
科学研究 | 920篇 |
各国文化 | 103篇 |
体育 | 594篇 |
综合类 | 11篇 |
文化理论 | 167篇 |
信息传播 | 894篇 |
出版年
2023年 | 16篇 |
2022年 | 30篇 |
2021年 | 87篇 |
2020年 | 161篇 |
2019年 | 210篇 |
2018年 | 282篇 |
2017年 | 361篇 |
2016年 | 415篇 |
2015年 | 264篇 |
2014年 | 243篇 |
2013年 | 1413篇 |
2012年 | 335篇 |
2011年 | 363篇 |
2010年 | 238篇 |
2009年 | 188篇 |
2008年 | 251篇 |
2007年 | 241篇 |
2006年 | 202篇 |
2005年 | 833篇 |
2004年 | 605篇 |
2003年 | 442篇 |
2002年 | 259篇 |
2001年 | 171篇 |
2000年 | 140篇 |
1999年 | 95篇 |
1998年 | 76篇 |
1997年 | 93篇 |
1996年 | 92篇 |
1995年 | 64篇 |
1994年 | 78篇 |
1993年 | 66篇 |
1992年 | 80篇 |
1991年 | 66篇 |
1990年 | 67篇 |
1989年 | 53篇 |
1988年 | 62篇 |
1987年 | 50篇 |
1986年 | 56篇 |
1985年 | 65篇 |
1984年 | 59篇 |
1983年 | 60篇 |
1982年 | 48篇 |
1981年 | 41篇 |
1980年 | 42篇 |
1979年 | 45篇 |
1978年 | 48篇 |
1977年 | 29篇 |
1976年 | 27篇 |
1975年 | 19篇 |
1948年 | 18篇 |
排序方式: 共有9357条查询结果,搜索用时 500 毫秒
181.
Leonard?A.?AnnettaEmail author James?Minogue 《Journal of Science Education and Technology》2004,13(4):485-494
The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide. 相似文献
182.
183.
184.
Burnham D Leigh G Noble W Jones C Tyler M Grebennikov L Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404
Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications. 相似文献
185.
186.
187.
Daniel T. Hickey Steven J. Zuiker Gita Taasoobshirazi Nancy Jo Schafer Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180
Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use. 相似文献
188.
Michael L. Lopez Louisa B. Tarullo Steven R. Forness Cheryl A. Boyce 《Early education and development》2000,11(3):265-282
Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health. 相似文献
189.
190.