全文获取类型
| 收费全文 | 9869篇 |
| 免费 | 129篇 |
| 国内免费 | 8篇 |
专业分类
| 教育 | 6923篇 |
| 科学研究 | 1118篇 |
| 各国文化 | 105篇 |
| 体育 | 747篇 |
| 综合类 | 8篇 |
| 文化理论 | 110篇 |
| 信息传播 | 995篇 |
出版年
| 2022年 | 82篇 |
| 2021年 | 141篇 |
| 2020年 | 186篇 |
| 2019年 | 294篇 |
| 2018年 | 384篇 |
| 2017年 | 345篇 |
| 2016年 | 323篇 |
| 2015年 | 214篇 |
| 2014年 | 265篇 |
| 2013年 | 1871篇 |
| 2012年 | 290篇 |
| 2011年 | 233篇 |
| 2010年 | 193篇 |
| 2009年 | 177篇 |
| 2008年 | 187篇 |
| 2007年 | 156篇 |
| 2006年 | 151篇 |
| 2005年 | 137篇 |
| 2004年 | 156篇 |
| 2003年 | 112篇 |
| 2002年 | 130篇 |
| 2001年 | 134篇 |
| 2000年 | 133篇 |
| 1999年 | 112篇 |
| 1998年 | 83篇 |
| 1997年 | 78篇 |
| 1996年 | 94篇 |
| 1995年 | 68篇 |
| 1994年 | 61篇 |
| 1993年 | 92篇 |
| 1992年 | 116篇 |
| 1991年 | 119篇 |
| 1990年 | 120篇 |
| 1989年 | 101篇 |
| 1988年 | 91篇 |
| 1987年 | 105篇 |
| 1986年 | 93篇 |
| 1985年 | 105篇 |
| 1984年 | 90篇 |
| 1983年 | 97篇 |
| 1982年 | 97篇 |
| 1981年 | 78篇 |
| 1980年 | 80篇 |
| 1979年 | 103篇 |
| 1978年 | 93篇 |
| 1977年 | 87篇 |
| 1976年 | 75篇 |
| 1974年 | 68篇 |
| 1973年 | 65篇 |
| 1971年 | 58篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
81.
82.
Liu Shuangshuang Bell Courtney A. Jones Nathan D. McCaffrey Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95
Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”... 相似文献
83.
84.
In this paper, we describe an undergraduate educational psychology course that utilizes self-regulated learning as the organizing principle. The course aims to facilitate students' development in self-regulated learning and to promote students' understanding of how to embed instruction for self-regulated learning strategies into classroom teaching. In the first section of the paper, we develop the rationale for this position and identify underlying assumptions we believe should guide the development and implementation of such a program. In the second section of the paper, we demonstrate how we have incorporated these assumptions in a basic educational psychology course. 相似文献
85.
Olson Joanne K. Cox-Petersen Anne M. McComas William F. 《Journal of Science Teacher Education》2001,12(3):155-173
Journal of Science Teacher Education - 相似文献
86.
87.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
88.
89.
90.
Recent research has examined the role of vocational-technical training in facilitating the transition from school to work of adolescents with learning disabilities. The present study provided 6-, 12-, and 24-month follow-up data on such students who had attended vocational-technical programs. Matched groups of students without disabilities from vocational-technical programs, as well as randomly selected students without disabilities from regular high schools, were also included for comparisons. Results of the study raised several questions about the value and purpose of vocational-technical training for adolescents with learning disabilities. 相似文献