全文获取类型
收费全文 | 2634篇 |
免费 | 79篇 |
国内免费 | 3篇 |
专业分类
教育 | 2050篇 |
科学研究 | 91篇 |
各国文化 | 39篇 |
体育 | 153篇 |
综合类 | 1篇 |
文化理论 | 27篇 |
信息传播 | 355篇 |
出版年
2023年 | 15篇 |
2022年 | 33篇 |
2021年 | 48篇 |
2020年 | 74篇 |
2019年 | 126篇 |
2018年 | 140篇 |
2017年 | 155篇 |
2016年 | 118篇 |
2015年 | 92篇 |
2014年 | 92篇 |
2013年 | 584篇 |
2012年 | 80篇 |
2011年 | 75篇 |
2010年 | 79篇 |
2009年 | 60篇 |
2008年 | 90篇 |
2007年 | 48篇 |
2006年 | 58篇 |
2005年 | 47篇 |
2004年 | 46篇 |
2003年 | 38篇 |
2002年 | 35篇 |
2001年 | 44篇 |
2000年 | 40篇 |
1999年 | 25篇 |
1998年 | 23篇 |
1997年 | 24篇 |
1996年 | 12篇 |
1995年 | 17篇 |
1994年 | 21篇 |
1993年 | 17篇 |
1992年 | 20篇 |
1991年 | 18篇 |
1990年 | 15篇 |
1989年 | 13篇 |
1987年 | 18篇 |
1986年 | 28篇 |
1985年 | 19篇 |
1984年 | 17篇 |
1983年 | 20篇 |
1982年 | 14篇 |
1981年 | 8篇 |
1980年 | 10篇 |
1979年 | 20篇 |
1978年 | 11篇 |
1977年 | 9篇 |
1973年 | 9篇 |
1972年 | 8篇 |
1969年 | 8篇 |
1966年 | 9篇 |
排序方式: 共有2716条查询结果,搜索用时 0 毫秒
91.
92.
93.
Mary A. Anderson Frank Bowles C. O. Taiwo Jan D. Beckmann L. J. Lewis James R. Liesch Godfrey N. Brown H. L. Elvin Shib K. Mitra Richard F. Behrendt Graeme Kemelfield Hugh W. R. Hawes W. A. Dodd A. L. Tibawi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):220-251
94.
95.
Preschoolers' scores on the Developmental Test of Visual Motor Integration (VMI), the Slosson Intelligence Test (SIT), and the ABC Inventory (ABCI) were analyzed for race and sex differences. Separate ANOVAs revealed no race effect on the VMI, whereas race differences favoring whites were found for the SIT and ABCI. There were no effects for sex on any measure, nor were there any interactions. Results are discussed in terms of the inconsistent findings for race effects in the perceptual-motor literature. 相似文献
96.
97.
98.
Laura M. Stough Edmund T. Emmer 《International journal of qualitative studies in education》2013,26(2):341-361
A qualitative methodology, grounded theory, was used to examine the thoughts and emotions of teachers who delivered test feedback to students. The goal of this study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and observed as they planned and conducted testfeedback sessions. During the test-feedback sessions, these teachers experienced a variety of negative emotions when they encountered challenges from students in the classroom. Strategies developed by these teachers reflected their attempts to organize test feedback in ways that were consistent with their goals and beliefs, but that also limited their negative emotions and stress during the feedback session. These findings are discussed in terms of their contribution to existing research on teachers' interactive thought and emotion and on the ways that teachers cope with stress in the classroom. 相似文献
99.
Kym Ahrens David Lane DuBois Paula Lozano Laura P. Richardson 《Learning disabilities research & practice》2010,25(4):207-216
We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD. 相似文献
100.
Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned. 相似文献