全文获取类型
收费全文 | 998篇 |
免费 | 11篇 |
专业分类
教育 | 770篇 |
科学研究 | 42篇 |
各国文化 | 39篇 |
体育 | 65篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 84篇 |
出版年
2021年 | 4篇 |
2020年 | 14篇 |
2019年 | 30篇 |
2018年 | 51篇 |
2017年 | 39篇 |
2016年 | 29篇 |
2015年 | 25篇 |
2014年 | 23篇 |
2013年 | 233篇 |
2012年 | 27篇 |
2011年 | 22篇 |
2010年 | 25篇 |
2009年 | 43篇 |
2008年 | 28篇 |
2007年 | 25篇 |
2006年 | 21篇 |
2005年 | 19篇 |
2004年 | 22篇 |
2003年 | 26篇 |
2002年 | 15篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 14篇 |
1998年 | 20篇 |
1997年 | 10篇 |
1996年 | 16篇 |
1995年 | 14篇 |
1994年 | 11篇 |
1993年 | 5篇 |
1992年 | 14篇 |
1991年 | 11篇 |
1990年 | 12篇 |
1989年 | 13篇 |
1988年 | 9篇 |
1987年 | 9篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1982年 | 5篇 |
1980年 | 2篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 8篇 |
1976年 | 11篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 4篇 |
1967年 | 2篇 |
1966年 | 2篇 |
排序方式: 共有1009条查询结果,搜索用时 0 毫秒
151.
To implement restorative care in assisted living facilities, staff need to understand the philosophy and learn methods to help residents maintain optimal function. In this study, the researchers developed a multimedia training program designed to teach staff how to encourage residents to increase their participation in dressing themselves. Researchers conducted a pilot test to measure the short-term effects of the training on 40 staff from two states. Program effects were measured by completing a survey developed by the researchers. Pretest scores were significantly related to gender (women as a group had higher scores than men). Results indicated significant gains in knowledge at posttest. In addition, 93% of participants described positive changes related to restorative care that they planned to make at their facility as a result of the training. 相似文献
152.
Jim Callan 《Irish Educational Studies》2013,32(2):307-324
153.
154.
Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
155.
Justification and Persuasion about Cloning: Arguments in Hwang’s Paper and Journalistic Reported Versions 总被引:4,自引:4,他引:0
María Pilar Jiménez-Aleixandre Marta Federico-Agraso 《Research in Science Education》2009,39(3):331-347
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported
Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features
of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence
for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the
structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting
the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes
a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second
claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading
in the classroom are discussed. 相似文献
156.
Greg Dimitriadis Emily Cole Adrienne Costello 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):361-379
The arts are often seen as peripheral to the ‘real business’ of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a ‘perfect storm’ for those working in the arts. Arts proponents today live and operate within a culture of scarcity, having to justify their increasingly marginalized vocations while competing for continually shrinking resources. The result is an often deep-bodied sense of vulnerability, one which saturates the social field (both micro and macro) of arts education in ways not often publicly acknowledged. In this article, I explore this notion of ‘vulnerability’ as a framework for understanding qualitative data which emerged from a three-year arts and education project I conducted in a large, northeast city in the USA beginning in 2003. In so doing, I look to open up a broader discussion about the oft-ignored intersection(s) between the material and aesthetic in arts and education – a discussion which is sober about the future of such work in times of economic scarcity and conservative retrenchment. 相似文献
157.
Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford 总被引:1,自引:1,他引:0
Anat Yarden Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Stephen P. Norris Linda M. Phillips 《Research in Science Education》2009,39(3):391-395
In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of
Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary
schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the
use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then
we offer more specific comments on two areas of her response, authenticity and the support for teachers. 相似文献
158.
Tanya Beran Claudio Violato Don Kline Jim Frideres 《Assessment & Evaluation in Higher Education》2009,34(5):519-527
Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor characteristics, Course characteristics and Instructor's relative ranking) were obtained that explained 64% of the variance in six iterations. The usefulness of these three types of ratings information differs according to several student and course characteristics. The present results provide evidence for both reliability and validity of the instrument as an indicator of the utility of teaching evaluation for students. 相似文献
159.
Attachment styles, social skills, and depression were studied in 93 college women using the Relationship Questionnaire (K. Bartholomew & L. M. Horowitz, 1991), the Beck Depression Inventory‐II (A.T. Beck, R.A. Steer, & G. K. Brown, 1996), and the Interpersonal Competence Questionnaire (D. Buhrmester, W. Furman, M.T. Wittenberg, & H.T. Reis, 1988). The self and other attachment models and the social skills of negative assertion, self‐disclosure, and conflict management all correlated with depression. Conflict management partially mediated the relationship between attachment self‐model and depression. Implications for counseling are discussed. 相似文献
160.