全文获取类型
收费全文 | 152篇 |
免费 | 2篇 |
专业分类
教育 | 117篇 |
科学研究 | 6篇 |
各国文化 | 6篇 |
体育 | 2篇 |
文化理论 | 3篇 |
信息传播 | 20篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 5篇 |
2017年 | 3篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 7篇 |
2013年 | 43篇 |
2012年 | 3篇 |
2011年 | 3篇 |
2009年 | 3篇 |
2008年 | 6篇 |
2007年 | 3篇 |
2006年 | 3篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1993年 | 4篇 |
1990年 | 6篇 |
1987年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1966年 | 2篇 |
1919年 | 1篇 |
1916年 | 1篇 |
排序方式: 共有154条查询结果,搜索用时 15 毫秒
131.
The development of reading speed in Italian children with dyslexia was estimated using individualized growth curves for a group of 38 children with dyslexia tested longitudinally from the second to the eighth grade and compared with typical readers. Their reading speed development followed a linear trend of .3 syllables per second per grade, approximately half the increment observed in typical children reading a passage and similar to typical children's reading of nonword lists. These findings give support to the deficit hypothesis versus the lag hypothesis and to reading speed as the core deficit in dyslexia with transparent orthographies. 相似文献
132.
John G. Oetzel Stella Ting‐Toomey Yumiko Yokochi Tomoko Masumoto Jiro Takai 《Communication quarterly》2013,61(4):397-419
The purpose of the current study was to create a typology of facework behaviors in interpersonal conflicts between best friends and relative strangers for Japanese and U.S. participants. In phase I, 286 participants responded to open‐ended questions about the manner in which they negotiated face during a conflict with either a best friend or a relative stranger. The responses of a sample of these respondents ‐16 Japanese, 16 members of ethnic minority groups in the U.S., and 20 European Americans — were categorized using a Q‐sort technique. Fourteen categories of facework behaviors were derived. Validation procedures for the typology were carried out via a cluster analysis resulting in 13 unique clusters: (a) aggression, (b) apologize, (c) avoid, (d) compromise, (e) consider the other, (f) defend self (g) express feelings, (h) give in, (i) involve a third party, (j) pretend, (k) private discussion, (l) remain calm, and (m) talk about the problem. In phase II, 95 Japanese and 61 U.S. Americans rated the appropriateness and effectiveness of behaviors from each of the categories. The findings illustrate that the typology captures a wide range of appropriateness and effectiveness rating which further demonstrates the validity of the typology. 相似文献
133.
School science discourse is analysed through professional research literature, curriculum materials, professional development materials, and popular and mass culture science materials, including the world-wide-web. The crucial role of fun is used as a node through which to understand how school science practice is intimately connected with theories of motivation so that school science practice can be interpreted as a technology of power. Web pages and television programmes are analysed as extreme cases of the application of this discourse, revealing an overarching representation of science curriculum. Alternative directions for classroom practice are suggested. 相似文献
134.
ABSTRACT Current data indicate that there are six million young people of school age with disabilities in China. Of these, only about 50 per cent attend any form of schooling, with approximately 220,000 of them enrolled in special schools and classes. The remainder attend regular classrooms. This means that there are about three million students with disabilities who at present lack any access to education. In May 1996 it was declared that in order to improve this situation, over the next five years, China plans to provide school places for 80 per cent of its disabled youngsters. In order to achieve this goal, the Chinese central education authorities have announced a significant change in policy direction towards integration. Instead of their previous commitment to the establishment of increasing numbers of special schools, it is now planned that the current number of about 1,400 special schools will be increased to 2,000, so that all regions of the country have access to at least one. At that point, no more special schools will be built. The extra places needed to increase the school attendance rate of youngsters with disabilities will be created in regular classes in regular schools. This paper gives an overview of the curriculum arrangements in China's four types of special schools, including their historical development, subjects taught, teaching arrangements and management. A number of difficulties confronting China's special education policy‐makers are canvassed and reasons suggested for their increasing commitment to a strategy of integration. It is proposed that China enjoys three advantages in the pursuit of an integrated school system. 相似文献
135.
136.
ABSTRACTThe present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled one of two texts that provided scientific or phenomenal explanations of the day/night cycle. All the participants gave explanations of the phenomenon in question prior to reading one of the texts and after they read it. The results showed that the participants who provided explanations of the day/night cycle at pretest incongruent with the scientific explanation recalled less information and generated more invalid inferences. An analysis of the participants’ posttest explanations indicated that these readers formed new misconceptions similar to the fragmented and synthetic conceptions obtained in developmental research. The implications of the above for text comprehension and science education research are discussed. 相似文献
137.
Stella Hadjiachilleos Lucy Avraamidou Stavros Papastavrou 《Journal of Science Education and Technology》2013,22(5):614-629
The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121–140, 1999; Bryan and Atwater in Sci Educ 8(6):821–839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275–284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers’ development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5–6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals. 相似文献
138.
Thomas R. Lindlof Lea P. Stewart Stella Ting-Toomey Doug R. Berdie James U. McNeal 《Communication Booknotes Quarterly》2013,44(3-4):32-34
NATURAL AUDIENCES: QUALITATIVE RESEARCH OF MEDIA USES AND EFFECTS edited by Thomas R. Lindlof (Norwood, NJ: Ablex, 1987—$37.50) COMMUNICATION, GENDER, AND SEX ROLES IN DIVERSE INTERACTION CONTEXTS edited by Lea P. Stewart and Stella Ting-Toomey (Norwood, NJ: Ablex, 1987—$35.00) QUESTIONNAIRES: DESIGN AND USE by Doug R. Berdie, et al. (Metuchen, NJ: Scarecrow, 1986—$22.50) CHILDREN AS CONSUMERS: INSIGHTS AND IMPLICATIONS by James U. McNeal (Lexington, MA: Lexington/Heath, 1987—$24.95) 相似文献
139.
Dentakos Stella Saoud Wafa Ackerman Rakefet Toplak Maggie E. 《Metacognition and Learning》2019,14(3):413-436
Metacognition and Learning - Confidence and its accuracy have been most commonly examined in domains such as general knowledge and learning, with less study of other domains, such as applied... 相似文献
140.