全文获取类型
| 收费全文 | 573篇 |
| 免费 | 12篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 389篇 |
| 科学研究 | 33篇 |
| 各国文化 | 47篇 |
| 体育 | 33篇 |
| 文化理论 | 3篇 |
| 信息传播 | 81篇 |
出版年
| 2023年 | 3篇 |
| 2020年 | 9篇 |
| 2019年 | 16篇 |
| 2018年 | 18篇 |
| 2017年 | 17篇 |
| 2016年 | 18篇 |
| 2015年 | 12篇 |
| 2014年 | 14篇 |
| 2013年 | 127篇 |
| 2012年 | 11篇 |
| 2011年 | 9篇 |
| 2010年 | 8篇 |
| 2009年 | 23篇 |
| 2008年 | 15篇 |
| 2007年 | 21篇 |
| 2006年 | 10篇 |
| 2005年 | 22篇 |
| 2004年 | 22篇 |
| 2003年 | 12篇 |
| 2002年 | 9篇 |
| 2001年 | 7篇 |
| 2000年 | 15篇 |
| 1999年 | 14篇 |
| 1998年 | 3篇 |
| 1997年 | 3篇 |
| 1996年 | 6篇 |
| 1995年 | 10篇 |
| 1993年 | 3篇 |
| 1991年 | 6篇 |
| 1990年 | 6篇 |
| 1989年 | 6篇 |
| 1988年 | 4篇 |
| 1987年 | 3篇 |
| 1986年 | 5篇 |
| 1985年 | 6篇 |
| 1983年 | 4篇 |
| 1981年 | 3篇 |
| 1980年 | 3篇 |
| 1978年 | 6篇 |
| 1977年 | 3篇 |
| 1975年 | 6篇 |
| 1974年 | 3篇 |
| 1973年 | 4篇 |
| 1971年 | 3篇 |
| 1946年 | 3篇 |
| 1943年 | 4篇 |
| 1934年 | 2篇 |
| 1933年 | 3篇 |
| 1929年 | 3篇 |
| 1928年 | 3篇 |
排序方式： 共有586条查询结果，搜索用时 109 毫秒
61.
S.A. Marshall 《Journal of The Franklin Institute》1983,316(4):327-338
A detailed appraisal of the usefulness of reduced order systems produced by the two-step iterative algorithm of Shoji, J. Franklin Inst., Vol. 310, pp. 155–188, 1980; J. Franklin Inst., Vol. 313, pp. 267-271, 1982, in control system design is presented. In this appraisal, application of the method to four systems is considered and the results compared with those obtained by Marshall Int. J. Control, Vol. 31, pp. 677–690, 1980. Since two of the systems contain complex poles it was found necessary to adapt the Shoji method accordingly. 相似文献
62.
63.
64.
Lynne Kendall 《Education 3-13》2019,47(2):135-147
This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to services varied across authorities. Additionally, some participants highlighted issues around the Education, Health Care Plan and subsequent annual reviews. Overall, this study offers examples of inclusive practice in the areas of supporting language and communication needs, parental partnership and transition between educational phases for children with DS. However, there are inconsistencies across providers and there is a need for more research into these areas in the future. 相似文献
65.
66.
Kelly B. Cartwright Timothy R. Marshall Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning. 相似文献
67.
The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change. 相似文献
68.
69.
Jeffery H. Marshall 《International Journal of Educational Development》2003,23(6):591-605
This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that first time grade repetition, as well as repeating previous grades, is associated with lower marginal achievement on the UMCE exams, although the same is not true for students who are repeating the second or third time. The strongest predictor of grade failure is previous repetition, despite the inclusion of controls for achievement and attendance. The implications of this apparently strong stigma effect associated with grade repetition are discussed, as well as other policy issues related to grade repetition in developing countries. 相似文献
70.