全文获取类型
收费全文 | 759篇 |
免费 | 18篇 |
专业分类
教育 | 602篇 |
科学研究 | 45篇 |
各国文化 | 15篇 |
体育 | 39篇 |
文化理论 | 2篇 |
信息传播 | 74篇 |
出版年
2022年 | 5篇 |
2020年 | 13篇 |
2019年 | 17篇 |
2018年 | 28篇 |
2017年 | 36篇 |
2016年 | 39篇 |
2015年 | 15篇 |
2014年 | 25篇 |
2013年 | 152篇 |
2012年 | 27篇 |
2011年 | 16篇 |
2010年 | 17篇 |
2009年 | 30篇 |
2008年 | 25篇 |
2007年 | 17篇 |
2006年 | 20篇 |
2005年 | 17篇 |
2004年 | 8篇 |
2003年 | 15篇 |
2002年 | 11篇 |
2001年 | 17篇 |
2000年 | 15篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 15篇 |
1996年 | 11篇 |
1995年 | 9篇 |
1994年 | 4篇 |
1993年 | 7篇 |
1992年 | 12篇 |
1991年 | 7篇 |
1990年 | 13篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1984年 | 8篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1974年 | 3篇 |
1969年 | 3篇 |
1887年 | 2篇 |
1866年 | 2篇 |
1865年 | 4篇 |
1862年 | 2篇 |
排序方式: 共有777条查询结果,搜索用时 15 毫秒
1.
2.
Previous research and first-hand experience suggest that a child with a disability can have a profound effect on family life. Although the need for sibling support has been acknowledged in legislation, the implications for non-disabled siblings remain unclear. In this article, Angie Naylor, lecturer in psychology, and Phil Prescott, senior lecturer in childhood and youth studies, both based at Edge Hill, review a number of key themes emerging from the literature on sibling support. They go on to report the findings from an in-depth study of one sibling support group. The work was carried out in partnership with Barnardo's in the north-west of England and involved setting up a sibling support group, in response to an analysis of local need, and evaluating its impact. This research indicates a clear need for further service provision to meet the needs of the siblings of disabled children who attended the scheme. Angie Naylor and Phil Prescott argue for a reinvigorated debate about the needs of such children and champion the importance of listening to children and valuing what they have to say. The results of this small-scale evaluation project have clear implications for future research and, potentially, for policy and practice. 相似文献
3.
Searching online information resources using mobile devices is affected by small screens which can display only a fraction
of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user
feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach
we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing
all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance
feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ)
and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking
that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate
that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For
the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a
user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings
from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm,
coupled with the sampled display, is the most effective.
Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J.
Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.),
Springer 2005, ISBN 3-540-25295-9 相似文献
4.
Audrey B. Wood 《English in Education》2016,50(2):130-147
This article arises from a four week study of a class of 14‐15 year old students. The study explored students’ perception of themselves as writers and the effects of a variety of teaching and learning strategies on their creative writing responses. The aim of the project was to enhance the students’ creative writing, whilst ascertaining whether there were particular activities or types of writing that would lead to students perceiving more satisfactory outcomes in their writing. It answers the research question: What do I observe, and what do my students say, about the experience of different classroom based creative writing tasks? 相似文献
5.
Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148
This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching
backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence
to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report
to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods
developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical
cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children
of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers
or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with
texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system
would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail
to account for the complex interplay between teacher, student and text in the reading lesson. 相似文献
6.
7.
Peter Wood 《Academic Questions》2017,30(2):245-252
8.
9.
Peter Wood 《Academic Questions》2014,27(2):244-251
10.
Peter Wood 《Academic Questions》2015,28(4):495-501