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541.
This paper describes the development of nine student constructed lecture feedback questionnaires. The aim of the questionnaires is to help lecturers initially pin‐point general weaknesses and strengths in their lecturing, and then further analyse these by using questionnaires which break down these general characteristics into the specific behaviours associated with them. Lecturer use of the questionnaires, which has been favourable, is described. 相似文献
542.
543.
Alison Green 《Support for Learning》2009,24(3):146-146
544.
Annemarie H. Hindman Lori E. Skibbe Alison Miller Marc Zimmerman 《Early childhood research quarterly》2010
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. 相似文献
545.
546.
OBJECTIVES: To compare the effectiveness and costs of providing information for patient care via librarian-mediated searches and information-skills training. METHODS: A questionnaire survey to library staff and health professionals in the North West. Data was collected on perceptions of services, satisfaction and service usage, allowing a cost analysis to be undertaken. Statistical data was analysed using Statistical Package for the Social Sciences (spss). RESULTS: Using satisfaction and use of skills as outcome measures, both mediated searches and information skills training are effective. A breakdown of costs per type of training session and literature search is provided. Cost-effectiveness is dependent on whether costs are viewed from a library or trust point of view. Providing information skills training does not reduce the volume of mediated-search requests. CONCLUSIONS: No one method of providing information for health professionals is more effective or cost-effective than another. A decision about which services to provide cannot be made on the basis of effectiveness or costs alone; the views of library staff and the health professionals they serve should also be taken into account. A proactive approach and targeting training towards those who are most likely to benefit may be an appropriate way forward. 相似文献
547.
548.
These studies demonstrated the acquisition and extinction of conditioned tolerance to the analgesic effect of nicotine in
rats. In Experiment 1, distinctive environmental cues were either paired or unpaired with nicotine. Following acquisition,
the paired group was more tolerant to nicotine than the unpaired and saline groups. Conditioned tolerance was extinguished
in the paired group after placebo sessions in the distinctive environment. Experiment 2 examined whether the distinctive environment
functioned as a CS or as an occasion setter for injection cues. After acquisition, exposure to the distinctive environment,
with or without placebo injections, resulted in extinction. This demonstrates that the distinctive environment served as a
CS, not as an occasion setter for injection cues. 相似文献
549.
550.
Jeffrey K. Smith Lisa F. Smith Alison Gilmore Madgerie Jameson 《Learning and individual differences》2012,22(2):202-206
Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice. 相似文献