全文获取类型
收费全文 | 48701篇 |
免费 | 654篇 |
国内免费 | 43篇 |
专业分类
教育 | 34052篇 |
科学研究 | 4643篇 |
各国文化 | 513篇 |
体育 | 4415篇 |
综合类 | 33篇 |
文化理论 | 457篇 |
信息传播 | 5285篇 |
出版年
2021年 | 425篇 |
2020年 | 682篇 |
2019年 | 973篇 |
2018年 | 1771篇 |
2017年 | 1789篇 |
2016年 | 1597篇 |
2015年 | 826篇 |
2014年 | 1038篇 |
2013年 | 8458篇 |
2012年 | 1018篇 |
2011年 | 1282篇 |
2010年 | 1075篇 |
2009年 | 965篇 |
2008年 | 1073篇 |
2007年 | 1072篇 |
2006年 | 822篇 |
2005年 | 783篇 |
2004年 | 1133篇 |
2003年 | 870篇 |
2002年 | 839篇 |
2001年 | 1010篇 |
2000年 | 920篇 |
1999年 | 760篇 |
1998年 | 444篇 |
1997年 | 494篇 |
1996年 | 538篇 |
1995年 | 461篇 |
1994年 | 481篇 |
1993年 | 417篇 |
1992年 | 628篇 |
1991年 | 639篇 |
1990年 | 613篇 |
1989年 | 677篇 |
1988年 | 590篇 |
1987年 | 607篇 |
1986年 | 592篇 |
1985年 | 701篇 |
1984年 | 568篇 |
1983年 | 556篇 |
1982年 | 476篇 |
1981年 | 435篇 |
1980年 | 431篇 |
1979年 | 590篇 |
1978年 | 485篇 |
1977年 | 429篇 |
1976年 | 381篇 |
1975年 | 354篇 |
1974年 | 361篇 |
1973年 | 339篇 |
1971年 | 290篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
971.
R. J. L. Murphy 《Educational studies》1978,4(1):19-22
972.
973.
J. Burion 《Journal of Research in Reading》1980,3(1):4-8
The Swiss researchers Cardinet and Weiss (1975) have stressed, following recent psycholinguistic trends, the complexity of the intellectual activity involved in reading. A Belgian study (Burion, 1979) examined what constituted reading for a beginner, what were the general principles of teaching initial reading, and what the implications of these were for teaching early readers. Reading was taken to involve hypothesis forming and guessing, within constraints which vary according to the reader's skill. Beginning reading requires, among other things, motivation to learn and some relevant personal experience, both of which are aspects which parents and others have been encouraged to develop. Following Cardinet and Weiss (1974) and Inizan (1978) children's oral language is used as a basis for reading texts. The purpose and use of reading are stressed as well as the development of skills which are needed for continuing to learn how to read (see figure). In general, it is argued that the teaching of initial reading should focus upon the beginning reader rather than on teaching procedures and that account must be taken of factors in the individual child such as motivation, experience, oral language, cognitive development and pace of learning. 相似文献
974.
Research in Higher Education - Do persons over age 62 enroll in universities to maintain their social interaction and stay in life's mainstream? This question was researched through a... 相似文献
975.
976.
977.
James E. Bruno 《The Urban Review》1988,20(2):95-107
High levels of student absenteeism, low SES home environments, and a general lack of experienced teachers to service the school curriculum all contribute to difficulties in insuring the delivery of apriori school district defined instructional programs. The importance of urban school site educational evaluation is underscored by recent studies which show that the effectiveness of instructional delivery is an important predictor of student antisocial behavior such as drug abuse, gang activity, vandalism. This study examines some of the problems associated with instructional evaluation in urban school settings using signal-receptor assessment theory analysis and a new type of test scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM). With MCW-APM, school administrative personnel can simultaneously evaluate and obtain policy relevant information for instructional leadership concerning the signal (instruction as delivered), the reception (student learning as received), and the assessment instrumentation itself (sensitivity of the test). Additionally, this method of scoring permits individual student performance on school district developed CRTs to be referenced to an information based standard (informed, partially informed, uninformed, and misinformed) of mastery as a selection standard instead of a percent correct score. 相似文献
978.
Foster , John , L. (Editor ). (1977). Reluctant to Read? Edinburgh Reading Tests - Stages 1 and 4 - Godfrey Thomson Unit. Dubin , F. and Olshtain , E. (1977). Facilitating Language Learning. Skitt , Frank . (1978). Themes for Language Learning. 相似文献
979.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
980.
AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献