全文获取类型
收费全文 | 1003篇 |
免费 | 22篇 |
国内免费 | 2篇 |
专业分类
教育 | 783篇 |
科学研究 | 43篇 |
各国文化 | 11篇 |
体育 | 42篇 |
文化理论 | 13篇 |
信息传播 | 135篇 |
出版年
2022年 | 7篇 |
2020年 | 13篇 |
2019年 | 24篇 |
2018年 | 29篇 |
2017年 | 38篇 |
2016年 | 32篇 |
2015年 | 21篇 |
2014年 | 26篇 |
2013年 | 216篇 |
2012年 | 25篇 |
2011年 | 24篇 |
2010年 | 23篇 |
2009年 | 22篇 |
2008年 | 34篇 |
2007年 | 14篇 |
2006年 | 21篇 |
2005年 | 12篇 |
2004年 | 13篇 |
2003年 | 16篇 |
2002年 | 15篇 |
2001年 | 30篇 |
2000年 | 21篇 |
1999年 | 18篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 11篇 |
1992年 | 14篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 10篇 |
1987年 | 14篇 |
1986年 | 21篇 |
1985年 | 14篇 |
1984年 | 7篇 |
1983年 | 14篇 |
1982年 | 9篇 |
1980年 | 9篇 |
1979年 | 17篇 |
1978年 | 9篇 |
1977年 | 6篇 |
1976年 | 7篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1972年 | 8篇 |
1970年 | 6篇 |
1969年 | 7篇 |
1966年 | 8篇 |
排序方式: 共有1027条查询结果,搜索用时 15 毫秒
121.
This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word. 相似文献
122.
123.
Anne Graham Mary Ann Powell Nigel Thomas Donnah Anderson 《Cambridge Journal of Education》2017,47(4):439-455
In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools. 相似文献
124.
Larry Peterson Tom Anderson Dan Blumenthal Dean Casey David Clark Deborah Estrin Joe Evans Mike Reiter Scott Shenker John Wroclawski 洪丹 陈茂科 《中国教育网络》2006,(11):18-20
2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。 相似文献
125.
While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy Survey of Academic Researchers, our study predicts faculty time allocations to grant writing as a function of pressure from administrative superiors. We then examine how pressure from administrative superiors influences faculty job satisfaction and the likelihood to pursue uninteresting research grants. Our findings indicate that faculty time spent pursuing grants increases in response to pressure from administrative superiors but that this same pressure is associated also associated with increases in pursuit of uninteresting research grants as well as decreases in work satisfaction. Our study contributes to better understanding of the merits and limitations of traditional, hierarchical approaches to managing university faculty behavior. 相似文献
126.
To This is a 1 test per thousand learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size. 相似文献
127.
AbstractWe identified 48 barriers to teaching environmental education reported by teachers in global literature and compared frequency to empirical data we collected from rural Ecuador, part of an understudied region and continent. We utilized Q methodology and interviews with 25 (78%) teachers at 6 schools to identify and categorize barriers. Perceptions of barriers ranked by Ecuadorian teachers were statistically classified into three factors: logistical (associated with fieldtrips, time, and money); training and lack of government support; and attitudinal (associated with student disinterest). In contrast, barriers related to student testing and controversial topics were only reported in more developed countries. Results enable region-specific recommendations. 相似文献
128.
Anderson Lorin W. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):275-277
International Review of Education - 相似文献
129.
John O. Anderson Dan G. Bachor 《Assessment in Education: Principles, Policy & Practice》1998,5(3):353-379
Portfolios can serve as a means of collecting information that can be seen as evidence for evaluating the achievement of students in classrooms. The use of portfolios has a long history although their general use in classroom assessment is a recent phenomenon. Portfolios are not widely used in large‐scale assessments; they are a classroom‐based phenomenon in Canadian schools. In this paper, we explore three themes related to portfolio use in the Canadian context. First, we consider examples of policies and procedures as recommended by Ministries of Education to illustrate the range of statements provided. Next, we review surveys of portfolio use and acceptance by teachers and, to a lesser degree, administrators. Finally, we describe and discuss three studies that have begun to investigate the use and interpretation of portfolios. 相似文献
130.
Diane M. Gayeski Christine Sanchirico Janet Anderson 《Performance Improvement Quarterly》2002,15(2):15-31
As instructional design professionals are being asked more frequently to develop interventions for global environments, they must account for many complex intercultural communication and corporate globalization strategy variables. Simple rules of etiquette and stereotypes about particular cultures are tempting but dangerous assumptions upon which to base the design and delivery of training for multicultural learners. On the other hand, a full understanding of the subtle cultural differences that could impact global training is beyond the expectations to which instructional designers could reasonably be held. A more sensible approach than trying to know all the answers is knowing what questions to ask in the needs analysis and assessment phases. Based on a synthesis of literature and instantiated by several short examples, a framework for identifying important issues for instructional design and delivery in global settings is presented. 相似文献