全文获取类型
收费全文 | 190篇 |
免费 | 9篇 |
专业分类
教育 | 175篇 |
科学研究 | 4篇 |
各国文化 | 3篇 |
体育 | 4篇 |
信息传播 | 13篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 4篇 |
2018年 | 8篇 |
2017年 | 6篇 |
2016年 | 10篇 |
2015年 | 5篇 |
2014年 | 3篇 |
2013年 | 54篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 4篇 |
2008年 | 8篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 1篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 2篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 4篇 |
1980年 | 1篇 |
1976年 | 1篇 |
1970年 | 1篇 |
1929年 | 1篇 |
1926年 | 1篇 |
排序方式: 共有199条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
5.
6.
Berent GP Kelly RR Aldersley S Schmitz KL Khalsa BK Panara J Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies. 相似文献
7.
8.
9.
10.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading 下载免费PDF全文
Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献