全文获取类型
收费全文 | 10638篇 |
免费 | 146篇 |
国内免费 | 6篇 |
专业分类
教育 | 7164篇 |
科学研究 | 1213篇 |
各国文化 | 333篇 |
体育 | 862篇 |
综合类 | 4篇 |
文化理论 | 70篇 |
信息传播 | 1144篇 |
出版年
2021年 | 97篇 |
2020年 | 150篇 |
2019年 | 237篇 |
2018年 | 278篇 |
2017年 | 304篇 |
2016年 | 259篇 |
2015年 | 179篇 |
2014年 | 225篇 |
2013年 | 1920篇 |
2012年 | 223篇 |
2011年 | 219篇 |
2010年 | 190篇 |
2009年 | 202篇 |
2008年 | 258篇 |
2007年 | 233篇 |
2006年 | 213篇 |
2005年 | 183篇 |
2004年 | 209篇 |
2003年 | 147篇 |
2002年 | 133篇 |
2001年 | 175篇 |
2000年 | 212篇 |
1999年 | 178篇 |
1998年 | 99篇 |
1997年 | 100篇 |
1996年 | 83篇 |
1994年 | 86篇 |
1993年 | 94篇 |
1992年 | 152篇 |
1991年 | 158篇 |
1990年 | 159篇 |
1989年 | 171篇 |
1988年 | 133篇 |
1987年 | 127篇 |
1986年 | 126篇 |
1985年 | 168篇 |
1984年 | 142篇 |
1983年 | 130篇 |
1982年 | 104篇 |
1981年 | 92篇 |
1980年 | 97篇 |
1979年 | 155篇 |
1978年 | 95篇 |
1977年 | 98篇 |
1976年 | 80篇 |
1975年 | 79篇 |
1974年 | 95篇 |
1973年 | 85篇 |
1972年 | 72篇 |
1971年 | 83篇 |
排序方式: 共有10000条查询结果,搜索用时 46 毫秒
111.
Liu Shuangshuang Bell Courtney A. Jones Nathan D. McCaffrey Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95
Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”... 相似文献
112.
Masten CL Guyer AE Hodgdon HB McClure EB Charney DS Ernst M Kaufman J Pine DS Monk CS 《Child abuse & neglect》2008,32(1):139-153
OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis. 相似文献
113.
K. B. Athreya 《Resonance》1997,2(1):16-24
The problem of a mathematician who walks from her home to her office and changes her mind repeatedly during this walk is discussed. Stochastic generalizations of this problem can be used to model many real-life situations. 相似文献
114.
Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes. 相似文献
115.
Tiffany Jones 《Sex education》2019,19(4):455-471
ABSTRACTSouth Africa stands out in the African region for its protection of lesbian, gay, bisexual, transgender and intersex (LGBTI) rights. This article examines South Africa’s contributions to local policy for LGBTIs and to work on LGBTI issues in education policy and education rights progress internationally. It also considers broader South African contributions to the theorisation of gender and sexuality. Data derive from an analysis of 102 interviews with key informants participating in high-level global networking for LGBTI students’ rights, and documentary analysis showing how stakeholders characterise South African contributions to transnational LGBTI education work. Informants identified how such contributions have a strong human rights emphasis, furthering post-colonial resistance to simplistic gender and sexuality classification schema imposed via imperial colonising dynamics. While South African work in this area has also promoted and facilitated research, it has at times been limited by ambivalence from its leadership. The nation’s early adoption of constitutional rights, relationship rights and educational equity provisions as acts of decolonisation contribute valuable African LGBTI work examples to the region. Their success encourages further funding for South-South transnational LGBTI education work. 相似文献
116.
117.
Christine B. McCormick Joel R. Levin Frank Cykowski Paula Danilovics 《Educational technology research and development : ETR & D》1984,32(3):145-152
One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. 相似文献
118.
119.
120.