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991.
Stanley R. Alten Lynne Gross David E. Reese Peter B. Orlik Mervin Block Pat Miller 《Communication Booknotes Quarterly》2013,44(5):125-126
AUDIO IN MEDIA by Stanley R. Alten (Belmont, CA: Wadsworth Publishing, 1990—price not given, ISBN 0-534-12132-2, 644 pp.) RADIO PRODUCTION WORKTEXT: STUDIO AND EQUIPMENT by Lynne Gross and David E. Reese (Stoneham, MA: Focal Press, 1990—$19.95, paper, ISBN 0-240-80045-1,146 pp.) BROADCAST/CABLECOPYWRITING by Peter B. Orlik (Needham Heights, MA: Allyn & Bacon, 1990—price not given, ISBN 0-205-12325-2, 746 pp.) REWRITING NETWORK NEWS: WORDWATCHING TIPS FROM 345 TV AND RADIO SCRIPTS by Mervin Block (Chicago: Bonus Books, 1990—price not given, ISBN 0-929387-15-5, 221 pp.) SCRIPT SUPERVISING AND FILM CONTINUITY by Pat Miller (Stoneham, MA Focal Press, 1990—$24.95, paper, ISBN 0-240-80018-4, 228 pp.) PUBLIC RELATIONS WRITING by E. W. Brody and Dan L. Lattimore (New York: Praeger, 1990—$16.95, ISBN 0-275-92896-9, 267 pp.) SIGHT SOUND MOTION: APPLIED MEDIA AESTHETICS by Herbert Zettl (Belmont, CA: Wadsworth, 1990—price not given, ISBN 0-534-07952-0, 408 pp.) THE TECHNIQUE OF TELEVISION PRODUCTION by Gerald Millerson (Stoneham, MA: Focal Press, 1990—price not given, paper, ISBN 0-240-51289-8, 566 pp.) TV SCENIC DESIGN HANDBOOK by Gerald Millerson (Stoneham, MA: Focal Press, 1989—price not given, paper, ISBN 0-240-51285-5, 249 pp.) THE VIDEO STUDIO by Alan Bermingham, et al. (Stoneham, MA: Focal Press, 1990—$18.95, paper, ISBN 0-240-51267-7,192 pp.) ELECTRONIC POST-PRODUCTION TERMS AND CONCEPTS by Arthur Schneider (Stoneham, MA: Focal Press, 1990—$19.95, paper, ISBN 0-240-80006-0,152 pp.) INTRODUCTION TO TELEVISION PRODUCTION by Ken Fielding (White Plains, NY: Longman, 1990—price notgiven, ISBN 0-8013-0313-3, 307 pp.) CORPORATE TELEVISION: A PRODUCER'S HANDBOOK by Ray DiZazzo (Stoneham, MA: Focal Press, 1990—price not given, paper, ISBN 0-240-80023-0, 201 pp.) 相似文献
992.
This study investigates the link between the frequency of family breakfasts and dinners and child academic and behavioral outcomes in a panel sample of 21,400 children aged 5–15. It complements previous work by examining younger and older children separately and by using information on a large number of controls and rigorous analytic methods to discern whether there is causal relation between family meal frequency (FMF) and child outcomes. In child fixed‐effects models, which controlled for unchanging aspects of children and their families, there were no significant (p < .05) relations between FMF and either academic or behavioral outcomes, a novel finding. These results were robust to various specifications of the FMF variables and did not differ by child age. 相似文献
993.
The High Schools That Work school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student course taking and performance, we employ a rigorous comparative interrupted time series strategy to assess the extent to which HSTW meets its goal by increasing students’ successful progression through the mathematics and science pipelines. Each pipeline consists of three college preparatory courses: algebra 1, geometry, and algebra 2 in mathematics and biology plus two physical science courses in science. The results show no effect on pipeline progression for the average student and some evidence of increased gaps in course taking between more advantaged and disadvantaged students. 相似文献
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995.
Conceptualisations of literacy and literacy practices for children with severe learning difficulties
Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD. 相似文献
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998.
Bradley S. Witzel Cecil D. Mercer M. David Miller 《Learning disabilities research & practice》2003,18(2):121-131
Abstract. Thirty‐four matched pairs of sixth‐ and seventh‐grade students were selected from 358 participants in a comparison of an explicit concrete‐to‐representational‐to‐abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow‐up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables. 相似文献
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1000.