全文获取类型
收费全文 | 586篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 467篇 |
科学研究 | 41篇 |
各国文化 | 3篇 |
体育 | 28篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 45篇 |
出版年
2020年 | 4篇 |
2018年 | 9篇 |
2017年 | 13篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 189篇 |
2012年 | 9篇 |
2011年 | 9篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 8篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 9篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 5篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1996年 | 9篇 |
1994年 | 5篇 |
1993年 | 17篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 17篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1985年 | 9篇 |
1984年 | 5篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1974年 | 8篇 |
1972年 | 4篇 |
1969年 | 7篇 |
1968年 | 11篇 |
1967年 | 11篇 |
1966年 | 4篇 |
1924年 | 4篇 |
1923年 | 4篇 |
1918年 | 5篇 |
1915年 | 3篇 |
排序方式: 共有592条查询结果,搜索用时 15 毫秒
101.
Herbert Bergmann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(2):227-243
The preparation for the World Conference on Education for All at the beginning of 1990 once again showed clearly the importance of education for development in the countries of the Third World. This article explores the systemic place of education in the process of development. With the help of factor analysis it treats the following individual questions: Is education, or basic education, an independent factor? Are the many development indicators determined by general factors? Is basic education one of these factors? An analysis is made of development indicators from 1960 to 1984 drawn from World Bank reports on 38 sub-Saharan African countries. Two sets of economic, demographic and educational data have been examined: the first relates to the year 1984 (or nearest available); the second contains two years, adding an earlier set from the nearest available date to 1960. The analysis of the later set reveals five factors: general modernization, population growth, economic development, pupil-teacher ratio, and food supply to the general population. Education is not an independent factor in this list. Using the data sets from both years, seven factors are revealed. After diagonal rotation these are: basic education, degree of urbanization, pupil-teacher ratio, average standard of living attained, economic growth, service sector, food production per head, population growth, and employment in modern sectors. 相似文献
102.
103.
104.
105.
Herbert London 《Academic Questions》1991,4(2):5-6
in addition to being editor ofAcademic Questions and chairman of the National Association of Scholars 相似文献
106.
107.
Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development needs to be carefully designed. To respond to this challenge, we developed the Inquiry Resources Collection (IRC), which offers a wiki-based inquiry resource collection developed by scientists to support novice science teachers?? inquiry lesson design. The collaborative managing and sharing of knowledge in a professional development program via a wiki environment is the key to developing a practical resource for novice teachers teaching scientific inquiry. Based on our reflection of data gathered during 4?years of our project, we invoked the ideas of boundary objects and reflective apprenticeship between scientists and teachers to design the IRC. 相似文献
108.
Ulrika Wolff 《Annals of dyslexia》2014,64(2):151-165
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N?=?112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training. 相似文献
109.
Herbert Stroup 《College Teaching》2013,61(1):27-28
Abstract Course evaluations are used by many institutions in promotion, tenure, and merit decisions. This article discusses the influences on those evaluations and how faculty can combat those biases to ensure accurate portrayal of their teaching effectiveness. Alternative evaluation methods are reviewed, including portfolios, peer feedback sessions, and informal student surveying. 相似文献
110.
A report of the evaluation of various test forms commonly employed in speech reception measurement with a view toward determination of non‐chance response set. 相似文献