全文获取类型
| 收费全文 | 35665篇 |
| 免费 | 362篇 |
| 国内免费 | 17篇 |
专业分类
| 教育 | 25814篇 |
| 科学研究 | 3229篇 |
| 各国文化 | 267篇 |
| 体育 | 2707篇 |
| 综合类 | 8篇 |
| 文化理论 | 586篇 |
| 信息传播 | 3433篇 |
出版年
| 2021年 | 243篇 |
| 2020年 | 392篇 |
| 2019年 | 590篇 |
| 2018年 | 2861篇 |
| 2017年 | 2778篇 |
| 2016年 | 2273篇 |
| 2015年 | 580篇 |
| 2014年 | 692篇 |
| 2013年 | 4626篇 |
| 2012年 | 750篇 |
| 2011年 | 1331篇 |
| 2010年 | 1282篇 |
| 2009年 | 891篇 |
| 2008年 | 1155篇 |
| 2007年 | 1615篇 |
| 2006年 | 512篇 |
| 2005年 | 773篇 |
| 2004年 | 877篇 |
| 2003年 | 703篇 |
| 2002年 | 473篇 |
| 2001年 | 477篇 |
| 2000年 | 550篇 |
| 1999年 | 445篇 |
| 1998年 | 265篇 |
| 1997年 | 274篇 |
| 1996年 | 317篇 |
| 1995年 | 252篇 |
| 1994年 | 265篇 |
| 1993年 | 235篇 |
| 1992年 | 362篇 |
| 1991年 | 373篇 |
| 1990年 | 326篇 |
| 1989年 | 347篇 |
| 1988年 | 314篇 |
| 1987年 | 309篇 |
| 1986年 | 309篇 |
| 1985年 | 344篇 |
| 1984年 | 280篇 |
| 1983年 | 275篇 |
| 1982年 | 222篇 |
| 1981年 | 223篇 |
| 1980年 | 230篇 |
| 1979年 | 329篇 |
| 1978年 | 233篇 |
| 1977年 | 216篇 |
| 1976年 | 189篇 |
| 1975年 | 164篇 |
| 1974年 | 168篇 |
| 1973年 | 170篇 |
| 1971年 | 154篇 |
排序方式： 共有10000条查询结果，搜索用时 31 毫秒
21.
J. Ron Nelson Gregory J. Benner Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267
The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed. 相似文献
22.
23.
24.
25.
What are typical requirements in graduate measurement programs? How d o programs in measurement and research methods differ? 相似文献
26.
27.
28.
29.
30.
Tyler J. Stidwill Rene Albert Turcotte Phil Dixon David J. Pearsall 《Sports Engineering》2009,12(2):63-68
The purpose of this study was to develop a portable force measurement system for ice hockey skating. The system consisted
of three strain gauge pairs affixed to an ice hockey skate’s blade holder with wire leads connected to a microprocessor controlled
data acquisition device carried in a backpack worn by the skater. The configuration of the strain gauges simultaneously determined
the vertical and medial–lateral force components experienced by the blade holder with a resolution accuracy of 1.9 N and a
coefficient of variation of 9.2%. On-ice testing of this system with subjects performing forward start, acceleration, and
constant velocity skating permitted unencumbered, natural movement and demonstrated clear, unambiguous signal responses, high
trial-to-trial repeatability, and easy data retrieval. The practicality and accuracy of this testing approach have many applications,
such as a quantitative tool for skating force assessment to aid athletes and coaches, as well as providing the means to examine
other skill-specific dynamics. 相似文献