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661.
Graeme Douglas Mike McLinden Christopher Robertson Joseph Travers Emma Smith 《International Journal of Disability, Development & Education》2016,63(1):98-121
The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An “inclusive assessment” framework is outlined based around three core features: (1) all students are included and benefit from assessment; (2) assessments are accessible and appropriate for the diverse range of children in the education system; and (3) the full breadth of the curriculum is assessed (including curriculum areas of particular relevance to students with SEND). Assessment policies and practice in three countries (England, Ireland and the US) are drawn upon to demonstrate how the framework usefully enables between-country comparisons and within-country analysis. This analysis shows that in comparison to Ireland, the US and England have highly developed system-based approaches to assessment which seek to “include all” (feature 1) and be “accessible and appropriate” (feature 2). However, the analysis highlights that a consequence of such assessment approaches is the narrowing of the curriculum around topics that are assessed (most notably literacy and mathematics). Such approaches therefore may be at the expense of wider curriculum areas that have value for all students, but often of particular value for those with SEND (feature 3). It is argued that within such systems there may be a danger of neglecting the third feature of the inclusive assessment framework, i.e. ensuring that the full breadth of the curriculum is assessed. A consequence of such an omission could be a failure to assess and celebrate progress in relation to educational outcomes that are relevant to a diverse range of students. 相似文献
662.
Paul Brna Mike Brayshaw Alan Bundy Mark Elsom-Cook Pat Fung Tony Dodd 《Instructional Science》1991,20(2-3):193-214
In this paper we present an overview of the advances in debugging standard Prolog programs. The analysis offered is in terms of a classification of tools that provide different degrees of activity in the debugging process. Other possible dimensions of analysis are also outlined. 相似文献
663.
Today,I had lunch from the cafeteria in my shool.It wasn‘t very expensive, and I spent four dollars on it.Actually,I didn‘t need to spend so much money.I bought two pizza-like things.They cost me 相似文献
664.
In 2015–16 researchers from the University of Melbourne and Museums Victoria undertook a collaborative project which sought to visualise archival data from the museum as a means to investigate the structure and context of the Dorothy Howard Collection. This article introduces Dorothy Howard’s work, which is part of the internationally significant Australian Children’s Folklore Collection, and looks at the project’s processes and outcomes, including the initial visualisations produced. In doing so, the authors highlight the data-intensive nature of such work, suggest the potential of visualisations to reveal collection structures, and outline possibilities for future projects and collaborations. 相似文献
665.
666.
Mike Perry 《Teaching Statistics》2005,27(3):72-75
This article discusses concepts of unfairness in allocations of objects (coins) to positions (students) and introduces possible measures for unfairness based on intuition. 相似文献
667.
Mike Hickox 《British Journal of Sociology of Education》1995,16(2):153-163
The approaches taken to the analysis of vocationalism within the sociology of education have been dominated by the concept of the New Right and have operated within a dominant strong‐state/free market paradigm based upon an analysis of the Thatcherite project. I argue that vocationalist ideologies should be more properly linked to an emerging ‘statist’ model of capitalism in which the state intervenes to create the conditions for greater international competitiveness. However neither this, nor other legitimations of vocationalism in terms of its supposed Jit’ with a new post‐fordist economy, can be seen to cany complete conviction. 相似文献
668.
Terrorist attacks using improvised explosive devices (IED) can result in unreinforced ma-sonry (URM) wall collapse. Protecting URM wall from IED attack is very complicated. An effective solution to mitigate blast effects on URM wall is to retrofit URM walls with metallic foam sheets to absorb blast energy. However, mitigation of blast effects on metallic foam protected URM walls is currently in their infancy in the world. In this paper, numerical models are used to simulate the per-formance of aluminum foam protected URM walls subjected to blast loads. A distinctive model, in which mortar and brick units of masonry are discritized individually, is used to model the perform-ance of masonry and the contact between the masonry and steel face-sheet of aluminum foam is modelled using the interface element model. The aluminum foam is modelled by a nonlinear elas-toplastic material model. The material models for masonry, aluminum foam and interface are then coded into a finite element program LS-DYNA3D to perform the numerical calculations of response and damage of aluminum foam protected URM walls under airblast loads. Discussion is made on the effectiveness of the aluminum foam protected system for URM wall against blast loads. 相似文献
669.
670.