全文获取类型
收费全文 | 559篇 |
免费 | 16篇 |
专业分类
教育 | 435篇 |
科学研究 | 36篇 |
各国文化 | 6篇 |
体育 | 56篇 |
文化理论 | 2篇 |
信息传播 | 40篇 |
出版年
2023年 | 9篇 |
2022年 | 15篇 |
2021年 | 15篇 |
2020年 | 25篇 |
2019年 | 29篇 |
2018年 | 50篇 |
2017年 | 32篇 |
2016年 | 23篇 |
2015年 | 24篇 |
2014年 | 25篇 |
2013年 | 108篇 |
2012年 | 15篇 |
2011年 | 17篇 |
2010年 | 22篇 |
2009年 | 12篇 |
2008年 | 10篇 |
2007年 | 11篇 |
2006年 | 15篇 |
2005年 | 17篇 |
2004年 | 10篇 |
2003年 | 9篇 |
2002年 | 8篇 |
2001年 | 8篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 9篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1880年 | 1篇 |
1870年 | 1篇 |
排序方式: 共有575条查询结果,搜索用时 15 毫秒
131.
This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8‐ vs 10‐year‐olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked. 相似文献
132.
Piia Maria Björn Minna Kyttälä 《European Journal of Psychology of Education - EJPE》2011,26(4):465-477
This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis.
The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was
gathered via a questionnaire sent to their homes. The findings of the study revealed that adolescents from other than two-parent
intact families performed particularly well in regard to literacy skills. There were no gender differences with respect to
either skill. The adolescents came from families of each type of structure, across all skill levels, suggesting that adolescent
learning outcomes are not determined by diversity in family structure. 相似文献
133.
Marcos Cupani María Cristina Richaud de Minzi Edgardo Raúl Pérez Ricardo Marcos Pautassi 《Learning and individual differences》2010,20(6):659-663
This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13–15 years) were assessed using the following instruments: logical–mathematical self-efficacy scale, mathematics outcome expectations, mathematics performance goals, and mathematics ability test. All of these instruments had been adapted for use in Argentinean students. Academic achievement in mathematics (i.e., grades obtained on regular school exams) was the variable to be modeled through the path analysis technique. The analysis allowed identification of interrelations among the variables and identification of direct and indirect effects. Academic achievement in mathematics was partially explained by the model. Overall, the results support the theoretical postulates of Social Cognitive Career Theory. 相似文献
134.
Sigrun K. Ertesv?g P?l Roland Grete S?rensen Vaaland Svein St?rksen Jarmund Veland 《Journal of Educational Change》2010,11(4):323-344
The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate
which conditions in schools helped them to continue the program successfully after the end of the 1-year implementation period.
The study also looked at the actual continuation after the program end. Especially, we looked at which strategies and structures
promoted change beyond the implementation phase. The project groups at four Norwegian schools implementing the program were
interviewed at the end of the implementation period and again 2? years later. The main findings suggest that involvement in
the Respect program enables schools to implement change. However, it is challenging for the schools to continue the work afterwards.
The one school that successfully continued the work after the program was characterized by strong and supportive leadership,
leadership at many levels, they made plans and saw them through, renewed activities and new members of staff were introduced
to and included in the work according to the program principles. These elements were more or less lacking at the other three
schools, at least after the active program period. A main finding is that a 1-year program period is not long enough for most
schools to implement and continue an extensive whole school program like Respect. 相似文献
135.
Three experiments tested human participants on a two-dimensional, computer, landmark-based search task to assess the integration
of independently acquired spatial and temporal relationships. Experiment 1 showed that A-B spatial training followed by B-outcome
spatial training resulted in spatial integration in such a way that A was effectively associated with the outcome. Experiment
2 showed that A-B spatial and temporal training followed by B-outcome spatial and temporal training resulted in integration
that created both spatial and temporal relationships between A and the outcome. Experiment 3 refuted an alternative explanation,
one that is based on decision-making speed, to the temporal-integration strategy that was suggested by Experiment 2. These
results replicate in humans the observations regarding spatial integration made by Sawa, Leising, and Blaisdell (2005) using
a spatial-search task with pigeons, and they extend those observations to temporal integration. 相似文献
136.
Processing of derived forms in high-functioning dyslexics 总被引:1,自引:0,他引:1
We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university
students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning
dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as
cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants’ response times varied systematically as a function of morphological
complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational
processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular
aspect of morphology; that of derived forms. 相似文献
137.
Adél Pásztor 《British Journal of Sociology of Education》2010,31(1):59-70
With reference to capital theories and rational choice theory, this paper aims to understand how abilities and schooling ambitions are intertwined with social class, gender and ethnicity. By drawing on 16 in‐depth interviews carried out with highly educated second‐generation Turks in the Netherlands, the paper discusses the resources, opportunities and educational attitudes of young people, together with the role of the school system and that of teachers in perpetuating ethnic inequalities in schooling, with special emphasis on gender differences in schooling ambitions. 相似文献
138.
Jane M. Danielewicz Dwight l. Rogers George Noblit 《International journal of qualitative studies in education》2013,26(3):311-331
This study investigates children's language and interaction patterns during sharing time in a first grade classroom. When sharing time shifted from a teacher‐led to a child‐led event, corresponding changes appeared in children's language, including in discourse routines, style, content, and frequency of verbal interactions. In child‐led formats, peer culture flourished. Several linguistic routines were developed and used by children as a means of social control, as an agent for group bonding, and as expressions of care and concern. Two different child‐led formats revealed how the event's structure regulated participation and length of turn during sharing sessions. We suggest that teachers create speech situations that children are allowed to control. Such occasions encourage children's language development, learning through language, and the kind of collaboration essential for growth of peer culture. 相似文献
139.
The triple jump is a demanding field event in which a jumper must tolerate extremely high impact forces while maintaining high horizontal speed. The present study was designed to clarify the mechanical loading characteristics and the role of neuromuscular function in the triple jump. Seven national triple jumpers (4 males, 3 females) volunteered to perform 3-6 jumps. The mean best performances were 14.32+/-0.45 m and 11.90+/-0.28 m for males and females, respectively. The three longest triple jumps for each jumper were selected for final analysis. The mean contact times were 0.139 s (hop), 0.157 s (step) and 0.177 s (jump). The largest ground reaction forces were observed in the step (15.2 times body weight), while the highest peak pressures were recorded under the heel and forefoot. The plantar pressure of the lateral side of the forefoot was highly related to the length of the triple jump (P < 0.05-0.01). In addition, electromyograms of both legs Suggested that mechanical loading places high demands on the neuromuscular system, as characterized by the high rate of activation in the pre-activity phase followed by high eccentric activity. Thus, the high activities of the gastrocnemius, vastus lateralis and hip extensor muscles seem to play an important role in preventing unnecessary yielding of the jumper during the braking phase. 相似文献
140.
In this paper, which treats Swedish full text retrieval, the problem of morphological variation of query terms in the document database is studied. The Swedish CLEF 2003 test collection was used, and the effects of combination of indexing strategies with query terms on retrieval effectiveness were studied. Four of the seven tested combinations involved indexing strategies that used normalization, a form of conflation. All of these four combinations employed compound splitting, both during indexing and at query phase. SWETWOL, a morphological analyzer for the Swedish language, was used for normalization and compound splitting. A fifth combination used stemming, while a sixth attempted to group related terms by right hand truncation of query terms. The truncation was performed by a search expert. These six combinations were compared to each other and to a baseline combination, where no attempt was made to counteract the problem of morphological variation of query terms in the document database. Both the truncation combination, the four combinations based on normalization and the stemming combination outperformed the baseline. Truncation had the best performance. The main conclusion of the paper is that truncation, normalization and stemming enhanced retrieval effectiveness in comparison to the baseline. Further, normalization and stemming were not far below truncation. 相似文献