全文获取类型
收费全文 | 1415篇 |
免费 | 39篇 |
国内免费 | 1篇 |
专业分类
教育 | 1128篇 |
科学研究 | 40篇 |
各国文化 | 24篇 |
体育 | 120篇 |
文化理论 | 12篇 |
信息传播 | 131篇 |
出版年
2023年 | 10篇 |
2022年 | 20篇 |
2021年 | 29篇 |
2020年 | 35篇 |
2019年 | 63篇 |
2018年 | 94篇 |
2017年 | 95篇 |
2016年 | 73篇 |
2015年 | 57篇 |
2014年 | 57篇 |
2013年 | 308篇 |
2012年 | 45篇 |
2011年 | 54篇 |
2010年 | 36篇 |
2009年 | 40篇 |
2008年 | 36篇 |
2007年 | 26篇 |
2006年 | 28篇 |
2005年 | 20篇 |
2004年 | 27篇 |
2003年 | 16篇 |
2002年 | 25篇 |
2001年 | 21篇 |
2000年 | 18篇 |
1999年 | 14篇 |
1998年 | 19篇 |
1997年 | 12篇 |
1996年 | 12篇 |
1995年 | 11篇 |
1994年 | 12篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1990年 | 13篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 11篇 |
1985年 | 5篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 10篇 |
1978年 | 6篇 |
1977年 | 3篇 |
1976年 | 7篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1907年 | 2篇 |
排序方式: 共有1455条查询结果,搜索用时 31 毫秒
51.
52.
53.
54.
55.
Tanya Anne Serry Anne Castles Fiona K. Mensah Edith L. Bavin Patricia Eadie Angela Pezic 《Australian Journal of Learning Difficulties》2015,20(1):83-102
The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. 相似文献
56.
Saskia Kohnen Danielle Colenbrander Trudy Krajenbrink Lyndsey Nickels 《Australian Journal of Learning Difficulties》2015,20(1):15-38
The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling) or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties. This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that. 相似文献
57.
Pamela Carter Speaks Sarah Burkhead Whittle Carl Farinelli Renée L. Cambiano Ronald M. Cambiano 《The Reference Librarian》2015,56(4):259-273
This article proposes the coresearch engagement model (CoRE), which addresses how the academic research librarian can become a coresearch partner with any patron. The CoRE model is an interpersonal process and is founded upon the concepts of mutual respect, collaboration, reciprocity, and empowerment. Grounded in Howard Gardner’s multiple intelligences theory, Malcolm Knowles’ andragogical model, and guidelines from the Reference and User Services Association, CoRE has the potential to result in engagement for the librarian and patron. The CoRE model can be utilized in many ways including self-awareness and development for those who need and want to expand their abilities as a research librarian. It provides a theoretical framework and a knowledge base, in addition to giving a context for further development by expanding, comparing the related theories for further research, and implementing various applications suggested by this article. 相似文献
58.
Merilyn Gladys Carter Valentina Klenowski Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611
The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. 相似文献
59.
60.