全文获取类型
收费全文 | 622篇 |
免费 | 9篇 |
专业分类
教育 | 416篇 |
科学研究 | 45篇 |
各国文化 | 8篇 |
体育 | 96篇 |
文化理论 | 12篇 |
信息传播 | 54篇 |
出版年
2020年 | 7篇 |
2019年 | 18篇 |
2018年 | 13篇 |
2017年 | 32篇 |
2016年 | 26篇 |
2015年 | 9篇 |
2014年 | 25篇 |
2013年 | 175篇 |
2012年 | 13篇 |
2011年 | 25篇 |
2010年 | 8篇 |
2009年 | 11篇 |
2008年 | 13篇 |
2007年 | 20篇 |
2006年 | 10篇 |
2005年 | 9篇 |
2004年 | 9篇 |
2003年 | 26篇 |
2002年 | 14篇 |
2001年 | 7篇 |
2000年 | 9篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1992年 | 6篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 10篇 |
1984年 | 7篇 |
1983年 | 9篇 |
1982年 | 8篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1964年 | 2篇 |
1959年 | 2篇 |
1927年 | 2篇 |
排序方式: 共有631条查询结果,搜索用时 15 毫秒
1.
Stuart Buck 《Learned Publishing》2019,32(2):188-190
Key points
- It is more important to a funder to know that the research advances knowledge and has an impact on the field than that it is published in a prestigious journal (or not).
- Improving journal quality assurance is more important than improving the business model.
- Focusing on open access misses the point that journals need to improve their quality standards.
2.
3.
4.
5.
Scholarly and curricular uses of comics extend to many disciplines in higher education, resulting in increased demand for institutional access to such materials. Despite nearly twenty years of justification in the literature for inclusion of such materials in libraries, there are not widely adopted conventions or models for engaging in the business of a comics collection. At San Diego State University, this presented an opportunity to pioneer new modes of access, from cataloging and organization to storage and retrieval. This article explores the process of making a collection of floppy comics accessible alongside a theoretical discussion of cataloging shortcomings and opportunities. 相似文献
6.
Classroom discourse patterns were examined in the morning news sessions of a primary school classroom. The effects of reducing teacher questions and increasing rates of teacher pauses, praise and directives were investigated. Child words spoken and child expansions were recorded, as well as class call‐outs and teacher control statements. Frequencies of child words spoken showed no significant changes across the phases of the study. However, reducing teacher questions and increasing teacher pauses significantly decreased child expansions, while reducing teacher questions and increasing teacher praise significantly increased child expansions. Replacing teacher questions with directives had no significant effect upon child expansions. Class call‐outs and teacher control statements showed no significant changes across the intervention phases. The results of this study suggest that, for this teacher and class, teacher questions may be decreased without adversely affecting either child utterances or class behaviour, and that replacing questions with praise may increase children's contributions — particularly in the form of verbal expansions — to morning news talks. 相似文献
7.
8.
Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, but not rime inference, was correlated with scaffolding errors. Rime detection was the strongest predictor of reading ability, whereas phoneme segmentation was the strongest predictor of the use of scaffolding errors. 相似文献
9.
Stuart Ian Boon 《Education 3-13》2016,44(2):212-225
This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students’ uptake of peer feedback in contexts such as higher education. In order to evaluate how successful these actions were, several different data collection methods were drawn upon to triangulate findings including children's work, observations, informal interviews and mind mapping. Thematic analysis was used to analyse the data generated. Findings are consistent with those from research in other settings which suggest that pupils make better use of feedback if: it is task-involving and useful; there is sufficient time given for them to act on it and discuss it with their peers; and they are asked to reflect on how it has been used to improve the quality of the assessed work. 相似文献
10.
Science & Education - Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or... 相似文献