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121.
Glenn R. Johnson 《Community College Journal of Research & Practice》2013,37(3):249-257
Abstract A questionnaire was sent to the presidents of 24 Texas community/junior colleges, 22 of whom responded (91.66%). The five parts of the instrument dealt with specific teacher preparation topics, internships and salaries for the interns, and the number of graduate hours of preparation one should have completed in a discipline in order to teach it. The respondents endorsed several specific topics for preparation programs, and the majority also supported an internship program. Evidently, the subject matter and activities listed in the questionnaire constitute a workable part of a program to prepare community/junior college teachers. A minimum salary of $450 per month is recommended for an intern required to teach three sections of a specific discipline, and a higher salary is very desirable where possible. 相似文献
122.
Justin C. Wise Rose A. Sevcik Robin D. Morris Maureen W. Lovett Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164
According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness. 相似文献
123.
Robin Goodfellow 《Teaching in Higher Education》2013,18(1):131-133
This paper is a critical review of some recent literature around the ‘literacies of the digital’ in schools and higher education. It discusses the question: ‘what does the conjoining of the terms “digital” and “literacy” add to our understanding of teaching and learning in higher education’? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector. 相似文献
124.
Nicole M. McKevett Kourtney R. Kromminga Amelia Ruedy Rachel Roesslein Kristin Running Robin S. Codding 《Learning disabilities research & practice》2020,35(1):25-35
National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed. 相似文献
125.
126.
The ability of 8-month-old infants to localize an event from a new direction of facing was tested in a square and a circular room with and without a landmark. Subjects were trained to anticipate the site from 2 directions of facing and then tested in a new direction of facing. The number of trials to a criterion of learning, the number of subjects looking first at the event site after reorientation, and the time spent in doing so were recorded. Taken together, the results show that at 8 months ability to identify the site of an event after reorientation is based on the spatial relationship between the event and environmental features. The latter include features associated with room shape as well as a landmark at the site of the event. 相似文献
127.
The ability of infants to locate a toy from a mirror reflection was investigated in 3 experiments. In the first, it was found that a minority of 22-month-old infants turned to locate the toy that was the source of the reflection, and that localization of the toy occurred regardless of whether the infants' own image was visible in the mirror. The results of 2 further experiments indicated that younger infants aged 14 and 18 months rarely use mirror information to locate a toy. When they do so, they also turn whether or not images of themselves are visible. It is concluded that tasks involving the localization of objects or events from mirror images are not direct indices of self-recognition. Rather, they indicate the skill of infants in using the mirror as a perceptual tool. 相似文献
128.
129.
Simon J. Day 《Teaching Statistics》1989,11(2):50-51
In this article Simon Day describes a computer simulation exploring one of the fundamental assumptions of regression analysis which causes students difficulties. 相似文献
130.
Investigating Supervisory Relationships and Therapeutic Alliances Using Structural Equation Modeling
Mary Kristina DePue Glenn W. Lambie Ren Liu Jessica Gonzalez 《Counselor Education & Supervision》2016,55(4):263-277
The authors used structural equation modeling to examine the contribution of supervisees' supervisory relationship levels to therapeutic alliance (TA) scores with their clients in practicum. Results showed that supervisory relationship scores positively contributed to the TA. Client and counselor ratings of the TA also differed. 相似文献