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951.
Mrs.J.T. van Staden 《Child abuse & neglect》1979,3(3-4)
The question of the mental development of abused children has been researched extensively overseas. In this paper the patterns of mental development in White South African children who have been definitely abused, are presented. 相似文献
952.
953.
Saraschandra Karanam Guillermo Jorge-Botana Ricardo Olmos Herre van Oostendorp 《Information Retrieval》2017,20(5):456-479
Computational cognitive models developed so far do not incorporate individual differences in domain knowledge in predicting user clicks on search result pages. We address this problem using a cognitive model of information search which enables us to use two semantic spaces having a low (non-expert semantic space) and a high (expert semantic space) amount of medical and health related information to represent respectively low and high knowledge of users in this domain. We also investigated two different processes along which one can gain a larger amount of knowledge in a domain: an evolutionary and a common core process. Simulations of model click behavior on difficult information search tasks and subsequent matching with actual behavioral data from users (divided into low and high domain knowledge groups based on a domain knowledge test) were conducted. Results showed that the efficacy of modeling for high domain knowledge participants (in terms of the number of matches between the model predictions and the actual user clicks on search result pages) was higher with the expert semantic space compared to the non-expert semantic space while for low domain knowledge participants it was the other way around. When the process of knowledge acquisition was taken into account, the effect of using a semantic space based on high domain knowledge was significant only for high domain knowledge participants, irrespective of the knowledge acquisition process. The implications of these outcomes for support tools that can be built based on these models are discussed. 相似文献
954.
Magdalena Saldaña Vanessa de Macedo Higgins Joyce Amy Schmitz Weiss Rosental Calmon Alves 《Journalism Practice》2017,11(4):396-416
Despite the proliferation of research on social media and journalism, only a few studies have analyzed how journalists in Latin America embrace the affordances of social platforms for journalism practice. Based on a survey of 877 Latin American reporters, this article examines the platforms journalists use and how they use them. The broad finding is that, despite the great popularity of Facebook in the region, Twitter is the most important platform for daily newsgathering and journalistic work. Journalists turn to Twitter to find sources and stories, showing an important openness to participatory journalism. Yet, they mistrust information provided from political sources. Our findings show that different regions in Latin America work with social media in different ways, and local journalistic cultures have an impact on these adoptions, especially in the case of Brazil. Further research and implications for the field are discussed. 相似文献
955.
956.
Joyce Steeves 《Annals of dyslexia》1990,40(1):39-50
In the near future the thoughtful and creative use of technology can, and should, greatly improve the quality of the curriculum
for dyslexic students. The quality of their learning should also be enhanced, provided that educators are fully aware of student
needs, have advance training, and have sufficient time and expertise to select and evaluate appropriate software programs.
Computers and other multi-media devices must not only be present in the classrooms of the future, but should be fully integrated
into the regular instructional system to meet the individual needs of dyslexic students. There should be prior knowledge on
the teacher’s part of types of software which will lead to curriculum congruence and the achieving of goals unreached without
the help of technology.
Technology should not be restricted to one content area or discipline, but should be available whenever it can be seen to
make learning more profitable and more efficient. Both students and teachers must be granted the freedom to use technology
in ways that will encourage creativity, critical thinking, and easy access to information in keeping with intellectual potential.
Teacher training and involvement are crucial to the successful use of multi-media in the remediation of skills and extension
of knowledge for dyslexic students.
This paper is based on the Keynote address given by the author at the New York Branch, The Orton Dyslexia Society, 17th Annual
Conference, March 22, 1990. 相似文献
957.
Jonne Vulperhorst Christel Lutz Renske de Kleijn Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2018,43(3):399-414
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with. 相似文献
958.
959.
Thelma de Jager Mattheus Jacobus Coetzee Ridwan Maulana Michelle Helms-Lorenz Wim van de Grift 《Educational studies》2017,43(4):410-429
The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers’ practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and reliable observation instrument measuring six domains of effective teaching practices. Results showed that teachers find it difficult to differentiate in class and to activate learning. Additionally, teachers with more than 15 years of teaching experience scored lower than teachers with less experience, in all six teaching domains. Presumably, experienced teachers may lack motivation and/or insufficient training in implementing interactive and differentiated teaching methods that are needed for effective teaching practices. 相似文献
960.
Wim J.C.M. van de Grift Seyeoung Chun Ridwan Maulana Okhwa Lee Michelle Helms-Lorenz 《School Effectiveness & School Improvement》2017,28(3):337-349
Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea. 相似文献