全文获取类型
| 收费全文 | 33132篇 |
| 免费 | 291篇 |
| 国内免费 | 59篇 |
专业分类
| 教育 | 24643篇 |
| 科学研究 | 2777篇 |
| 各国文化 | 281篇 |
| 体育 | 1851篇 |
| 综合类 | 47篇 |
| 文化理论 | 513篇 |
| 信息传播 | 3370篇 |
出版年
| 2021年 | 213篇 |
| 2020年 | 273篇 |
| 2019年 | 451篇 |
| 2018年 | 2717篇 |
| 2017年 | 2733篇 |
| 2016年 | 2167篇 |
| 2015年 | 541篇 |
| 2014年 | 656篇 |
| 2013年 | 4627篇 |
| 2012年 | 777篇 |
| 2011年 | 1301篇 |
| 2010年 | 1360篇 |
| 2009年 | 922篇 |
| 2008年 | 1178篇 |
| 2007年 | 1666篇 |
| 2006年 | 570篇 |
| 2005年 | 836篇 |
| 2004年 | 813篇 |
| 2003年 | 704篇 |
| 2002年 | 442篇 |
| 2001年 | 422篇 |
| 2000年 | 372篇 |
| 1999年 | 302篇 |
| 1998年 | 209篇 |
| 1997年 | 233篇 |
| 1996年 | 232篇 |
| 1995年 | 201篇 |
| 1994年 | 214篇 |
| 1993年 | 199篇 |
| 1992年 | 268篇 |
| 1991年 | 280篇 |
| 1990年 | 302篇 |
| 1989年 | 285篇 |
| 1988年 | 231篇 |
| 1987年 | 237篇 |
| 1986年 | 249篇 |
| 1985年 | 225篇 |
| 1984年 | 235篇 |
| 1983年 | 238篇 |
| 1982年 | 188篇 |
| 1981年 | 192篇 |
| 1980年 | 192篇 |
| 1979年 | 241篇 |
| 1978年 | 227篇 |
| 1977年 | 163篇 |
| 1976年 | 163篇 |
| 1975年 | 152篇 |
| 1974年 | 130篇 |
| 1973年 | 129篇 |
| 1971年 | 125篇 |
排序方式： 共有10000条查询结果，搜索用时 31 毫秒
181.
William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
182.
183.
184.
185.
This paper demonstrates the application of module arithmetic for controlling the level of information security by a new technique referred as integer splitting. The basic definitions and concepts of the method are provided. The mathematical function of arising transformation is described in detail; its properties were studied and the basic theorems were proven that justify the use of splitting in practical applications. An active system was designed and characteristic cases of its operation are considered. 相似文献
186.
A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes
Justin D. Lewin Erin L. Vinson MacKenzie R. Stetzer Michelle K. Smith 《CBE life sciences education》2016,15(1)
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. 相似文献
187.
Christopher Hamlin 《Science & Education》2017,26(1-2):191-193
188.
189.
190.