首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   10358篇
  免费   139篇
  国内免费   7篇
教育   7052篇
科学研究   1163篇
各国文化   341篇
体育   789篇
综合类   5篇
文化理论   75篇
信息传播   1079篇
  2021年   107篇
  2020年   158篇
  2019年   208篇
  2018年   264篇
  2017年   307篇
  2016年   280篇
  2015年   180篇
  2014年   218篇
  2013年   1864篇
  2012年   233篇
  2011年   226篇
  2010年   209篇
  2009年   197篇
  2008年   268篇
  2007年   246篇
  2006年   208篇
  2005年   195篇
  2004年   215篇
  2003年   146篇
  2002年   138篇
  2001年   172篇
  2000年   200篇
  1999年   173篇
  1998年   97篇
  1997年   92篇
  1996年   84篇
  1995年   74篇
  1994年   79篇
  1993年   96篇
  1992年   145篇
  1991年   156篇
  1990年   158篇
  1989年   167篇
  1988年   127篇
  1987年   131篇
  1986年   120篇
  1985年   171篇
  1984年   134篇
  1983年   123篇
  1982年   105篇
  1981年   83篇
  1980年   83篇
  1979年   135篇
  1978年   85篇
  1977年   84篇
  1976年   82篇
  1974年   87篇
  1973年   73篇
  1971年   71篇
  1968年   64篇
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
81.
The purpose of this study was to intervene in the process of the Halliwick Method (swimming), in order to improve the method, or some of its aspects, for a sample of 14 individuals with Downs syndrome (aged six to 21 years), using both an individualized educational setting approach and a differentiation of the elements of the Halliwick Method. The pre-intervention phase included medical examination, IQ, measurement of the behaviour according to the Rutter Scale and a Test of Physical Performance for each subject. Next, the subjects were assigned to seven pairs of case studies, where each individual following a Halliwick Methods swimming programme was paired with an individual following a modified swimming programme based on the same method, on physical health variables, IQ, behaviour and motor abilities. The duration of each swimming programme was 24 weeks for each individual, at a frequency of once per week, for 40 minutes. In the light of the findings of this study, further recommendations for the improvement of Halliwick Method procedures were made, common factors that affected the performance of each individual were identified and their relation with performance was explored.  相似文献   
82.
It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding their model to include a formal role for clinicians. Including clinicians who work with children with learning problems brings an important perspective to the translational work. For example, the integration of the concept of “differential diagnosis,” a core precept in clinical medicine, would bring needed diagnostic specificity to the field of MBE. We describe a virtual infrastructure for collaboration, or “collaboratory,” consisting of research scientists, educators, and clinicians, linked to an academic institution. We anticipate that MBE graduates can play a critical role in the collaboratory model. With additional training, they can become “neuroeducators” capable of moving comfortably among the disciplines, building linkages, fostering communication, and facilitating collaboration.  相似文献   
83.
84.
Based on a cross-sectional, longitudinal follow-up study of graduates from our master's-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs.  相似文献   
85.
86.
87.
88.
89.
90.
Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right-justified format and in'ragged'uneven line format. Subjects performed significantly worse on right-justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号