全文获取类型
收费全文 | 26200篇 |
免费 | 317篇 |
国内免费 | 82篇 |
专业分类
教育 | 18610篇 |
科学研究 | 2203篇 |
各国文化 | 264篇 |
体育 | 2389篇 |
综合类 | 50篇 |
文化理论 | 196篇 |
信息传播 | 2887篇 |
出版年
2022年 | 166篇 |
2021年 | 275篇 |
2020年 | 363篇 |
2019年 | 554篇 |
2018年 | 785篇 |
2017年 | 812篇 |
2016年 | 751篇 |
2015年 | 492篇 |
2014年 | 681篇 |
2013年 | 5009篇 |
2012年 | 680篇 |
2011年 | 686篇 |
2010年 | 607篇 |
2009年 | 570篇 |
2008年 | 606篇 |
2007年 | 594篇 |
2006年 | 597篇 |
2005年 | 544篇 |
2004年 | 415篇 |
2003年 | 416篇 |
2002年 | 366篇 |
2001年 | 523篇 |
2000年 | 435篇 |
1999年 | 406篇 |
1998年 | 233篇 |
1997年 | 231篇 |
1996年 | 279篇 |
1995年 | 213篇 |
1994年 | 240篇 |
1993年 | 220篇 |
1992年 | 347篇 |
1991年 | 346篇 |
1990年 | 361篇 |
1989年 | 340篇 |
1988年 | 273篇 |
1987年 | 292篇 |
1986年 | 310篇 |
1985年 | 301篇 |
1984年 | 280篇 |
1983年 | 291篇 |
1982年 | 240篇 |
1981年 | 232篇 |
1980年 | 220篇 |
1979年 | 347篇 |
1978年 | 269篇 |
1977年 | 215篇 |
1976年 | 220篇 |
1975年 | 193篇 |
1974年 | 186篇 |
1971年 | 181篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
871.
872.
873.
874.
875.
876.
877.
Traditional approaches to formative evaluation include one-to-one trials which provide some information about revisions that are needed in instructional materials, but typically fail to provide sufficient information about the learner's cognitive processing problems while studying the materials. Read-think-aloud methods are a viable alternative to traditional one-to-ones and provide valuable information about the learner's cognitive processing while reading instructional text. In this paper we describe the read-think-aloud method of formative evaluation and offer suggestions for its use. 相似文献
878.
Howard Carvajal Kathleen Hardy Kathy L. Smith Kenneth A. Weaver 《Psychology in the schools》1988,25(2):129-131
A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01). 相似文献
879.
The self-concept level of Black adolescents with African names was explored. Black males with and without African names were first identified. All participants and their parents were then administered the Terrell and Taylor Black Ideology Scale and the Coopersmith Self-Esteem Inventory. Differences between groups on the self-concept measures were then examined using a one way MANOVA with parents' scores on the self-concept measures serving as covariates. Significant differences were found between groups. Supplemental analyses revealed no differences between groups on the Coopersmith. However, adolescents with African names had significantly higher scores on the Black self-concept scales than did those without African names. 相似文献
880.
Hypertext is a nonlinear way of presenting content consisting of nodes and links that a person can access using a variety of search and browsing strategies. In this article, we focus on the use of hypertext as an instructional tool. We compare hypertext instruction with traditional instructional formats. We offer some initial guidelines relating to guidance and control, development and implementation, multiuser management, user interface, and content representation. The paper concludes with a discussion of limitations of learner control as an instructional strategy, and the need for careful instructional design of hypertext instructional programs. 相似文献