全文获取类型
收费全文 | 297篇 |
免费 | 7篇 |
专业分类
教育 | 210篇 |
科学研究 | 27篇 |
各国文化 | 2篇 |
体育 | 42篇 |
文化理论 | 6篇 |
信息传播 | 17篇 |
出版年
2023年 | 2篇 |
2022年 | 10篇 |
2021年 | 8篇 |
2020年 | 18篇 |
2019年 | 20篇 |
2018年 | 12篇 |
2017年 | 20篇 |
2016年 | 17篇 |
2015年 | 11篇 |
2014年 | 11篇 |
2013年 | 63篇 |
2012年 | 22篇 |
2011年 | 14篇 |
2010年 | 9篇 |
2009年 | 9篇 |
2008年 | 11篇 |
2007年 | 9篇 |
2006年 | 2篇 |
2005年 | 4篇 |
2004年 | 5篇 |
2003年 | 1篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 2篇 |
排序方式: 共有304条查询结果,搜索用时 296 毫秒
301.
302.
In a longitudinal study, we looked at the link between children'sunderstanding of a morphemically-based orthographic rule and theirawareness of morphemic distinctions. The orthographic rule in question wasthe use of the apostrophe to denote possession in English. Early on in thestudy, we gave the children phonological, semantic/syntactic and morpho-syntactic awareness tasks, and later we gave them a spelling task in whichthey had to write words which were either genitives (e.g., `boy's') ornominative or accusative plurals (e.g., `boys'). Eight- to 10-year-oldchildren found this task difficult, but their performance improved to someextent with age. The morpho-syntactic, but not the phonological orsemantic/syntactic, awareness tasks predicted how well the children placedapostrophes in genitive words and omitted them from plural words. Weconclude that different forms of linguistic awareness affect differentaspects of reading and spelling. Learning about spelling patterns based onmorphemes is heavily influenced by children's morpho-syntactic awarenessbut not, apparently, by other forms of linguistic awareness. 相似文献
303.
Deaf children consistently lag behind their hearing cohorts in mathematics achievement tests. It has been hypothesized that their difficulty is a consequence of their lack of covert counting strategies and reliance on memorized verbal facts. We investigated the acquisition of an alternative method to solve sums, the signed algorithm, by six profoundly deaf primary school children. Similarly to the acquisition of the written algorithm by hearing children, deaf children's calculation errors with the signed algorithm were found to be systematic and related to the structure of the numeration system in British Sign Language. These results can be used to examine better ways of teaching arithmetic to deaf children and illustrate in a novel way the role of systems of signs in mathematical cognition. 相似文献