全文获取类型
收费全文 | 2309篇 |
免费 | 37篇 |
国内免费 | 1篇 |
专业分类
教育 | 1729篇 |
科学研究 | 124篇 |
各国文化 | 34篇 |
体育 | 184篇 |
综合类 | 1篇 |
文化理论 | 33篇 |
信息传播 | 242篇 |
出版年
2021年 | 21篇 |
2020年 | 40篇 |
2019年 | 58篇 |
2018年 | 58篇 |
2017年 | 69篇 |
2016年 | 76篇 |
2015年 | 43篇 |
2014年 | 58篇 |
2013年 | 554篇 |
2012年 | 65篇 |
2011年 | 64篇 |
2010年 | 42篇 |
2009年 | 46篇 |
2008年 | 57篇 |
2007年 | 60篇 |
2006年 | 58篇 |
2005年 | 58篇 |
2004年 | 52篇 |
2003年 | 43篇 |
2002年 | 53篇 |
2001年 | 28篇 |
2000年 | 30篇 |
1999年 | 31篇 |
1998年 | 16篇 |
1997年 | 29篇 |
1996年 | 23篇 |
1995年 | 32篇 |
1994年 | 20篇 |
1993年 | 32篇 |
1992年 | 21篇 |
1991年 | 43篇 |
1990年 | 19篇 |
1989年 | 29篇 |
1988年 | 37篇 |
1987年 | 23篇 |
1986年 | 20篇 |
1985年 | 23篇 |
1984年 | 25篇 |
1983年 | 17篇 |
1982年 | 21篇 |
1981年 | 28篇 |
1980年 | 24篇 |
1979年 | 21篇 |
1978年 | 25篇 |
1977年 | 20篇 |
1976年 | 24篇 |
1975年 | 17篇 |
1974年 | 16篇 |
1973年 | 9篇 |
1969年 | 10篇 |
排序方式: 共有2347条查询结果,搜索用时 15 毫秒
101.
102.
103.
Dennis Adams 《Educational Media International》2013,50(3):158-163
Abstract The article discusses how sections of a video can best be used in the instructional process by activating the minds of students and using their reactions to viewing to produce intellectual action. It gives some suggested schemes for this activity and shows how technological forces can become energies of change. 相似文献
104.
105.
106.
107.
Alan Dyson 《欧洲特需教育杂志》2013,28(1):125-128
ABSTRACT Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum. 相似文献
108.
109.
110.
Although research on Tier 2 interventions for early mathematics is accumulating, such efforts remain far behind those for reading, especially regarding specific features such as the ideal time to begin an intervention. The present study investigated the effectiveness of a Tier 2 intervention using a single subject multiple baseline, across-groups design with two cohorts of second graders. Because the two cohorts of students were given the intervention at different times during the second grade year, the study also documented whether the timing of the intervention affected acquisition and retention of second grade mathematics competencies. Finally, the study tracked student performance up to the first semester of the third grade year to document any sustained effects. The results show that the supplemental intervention was effective for both cohorts, but differences in performance indicate that the timing of the intervention may affect the degree of success. In addition, for some participants, the positive effects of the intervention were sustained into the third grade year. 相似文献