全文获取类型
收费全文 | 1910篇 |
免费 | 53篇 |
国内免费 | 1篇 |
专业分类
教育 | 1465篇 |
科学研究 | 74篇 |
各国文化 | 31篇 |
体育 | 133篇 |
综合类 | 2篇 |
文化理论 | 18篇 |
信息传播 | 241篇 |
出版年
2024年 | 4篇 |
2023年 | 16篇 |
2022年 | 38篇 |
2021年 | 53篇 |
2020年 | 75篇 |
2019年 | 122篇 |
2018年 | 137篇 |
2017年 | 139篇 |
2016年 | 104篇 |
2015年 | 86篇 |
2014年 | 73篇 |
2013年 | 411篇 |
2012年 | 71篇 |
2011年 | 60篇 |
2010年 | 69篇 |
2009年 | 41篇 |
2008年 | 64篇 |
2007年 | 38篇 |
2006年 | 43篇 |
2005年 | 42篇 |
2004年 | 31篇 |
2003年 | 25篇 |
2002年 | 23篇 |
2001年 | 16篇 |
2000年 | 17篇 |
1999年 | 7篇 |
1998年 | 15篇 |
1997年 | 12篇 |
1996年 | 8篇 |
1995年 | 9篇 |
1994年 | 11篇 |
1993年 | 11篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 5篇 |
1984年 | 10篇 |
1983年 | 7篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1942年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有1964条查询结果,搜索用时 15 毫秒
1.
Children with spelling deficits demonstrate significant difficulty using inflectional morphology in their writing. This study investigated whether phonological deficits account for these pronounced difficulties or if they are more accurately explained by limitations in morphological or orthographic awareness. Twenty–six 11—13–year–old children with spelling deficits, 31 younger spelling–level–matched children, and 31 age–matched children were asked to spell a series of verbs with past tense and progressive markers in dictated sentences and in list form. Performance on spelling tasks was compared to performance on phonological, morphological, and orthographic awareness tasks. Results suggest that children with spelling deficits have significant difficulty including inflections as well as spelling inflections and base words. Difficulty was most pronounced in a sentence context. Ability to spell inflectional forms was related to variation in morphological awareness in children with spelling deficits and to variation in orthographic awareness in spelling–level–matched children. 相似文献
2.
3.
Science & Education - This article focuses on students’ discursive moves and reasoning practices while engaged in a task that requires making explanatory links between sickle cell disease... 相似文献
4.
5.
Laura Fogg-Rogers Fay Lewis Juliet Edmonds 《European Journal of Engineering Education》2017,42(1):75-90
ABSTRACTUndergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model. 相似文献
6.
7.
Gizem Hülür Oliver Wilhelm Stefan Schipolowski 《Learning and individual differences》2011,21(6):742-746
We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming. 相似文献
8.
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献
9.
Laura Rantavuori 《International Journal of Early Years Education》2018,26(4):422-435
ABSTRACTA successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do boundary work in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012–2013 (a total of 22.5?h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals’ cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor. 相似文献
10.
Kevin Manunure Alice Delserieys Jérémy Castéra 《Research in Science & Technological Education》2020,38(3):289-307
ABSTRACT