全文获取类型
| 收费全文 | 121662篇 |
| 免费 | 1863篇 |
| 国内免费 | 235篇 |
专业分类
| 教育 | 84782篇 |
| 科学研究 | 13348篇 |
| 各国文化 | 1978篇 |
| 体育 | 9228篇 |
| 综合类 | 171篇 |
| 文化理论 | 1067篇 |
| 信息传播 | 13186篇 |
出版年
| 2021年 | 932篇 |
| 2020年 | 1649篇 |
| 2019年 | 2553篇 |
| 2018年 | 3014篇 |
| 2017年 | 3301篇 |
| 2016年 | 3363篇 |
| 2015年 | 2301篇 |
| 2014年 | 3174篇 |
| 2013年 | 27266篇 |
| 2012年 | 2327篇 |
| 2011年 | 2643篇 |
| 2010年 | 2310篇 |
| 2009年 | 2613篇 |
| 2008年 | 2326篇 |
| 2007年 | 2046篇 |
| 2006年 | 2309篇 |
| 2005年 | 2298篇 |
| 2004年 | 2995篇 |
| 2003年 | 2299篇 |
| 2002年 | 2111篇 |
| 2001年 | 1978篇 |
| 2000年 | 1640篇 |
| 1999年 | 1538篇 |
| 1998年 | 1450篇 |
| 1997年 | 1526篇 |
| 1996年 | 1685篇 |
| 1995年 | 1462篇 |
| 1994年 | 1464篇 |
| 1993年 | 1470篇 |
| 1992年 | 1483篇 |
| 1991年 | 1395篇 |
| 1990年 | 1386篇 |
| 1989年 | 1318篇 |
| 1988年 | 1188篇 |
| 1987年 | 1087篇 |
| 1986年 | 1137篇 |
| 1985年 | 1396篇 |
| 1984年 | 1266篇 |
| 1983年 | 1258篇 |
| 1982年 | 1254篇 |
| 1981年 | 1170篇 |
| 1980年 | 1159篇 |
| 1979年 | 1250篇 |
| 1978年 | 1205篇 |
| 1977年 | 1115篇 |
| 1976年 | 994篇 |
| 1975年 | 798篇 |
| 1974年 | 807篇 |
| 1973年 | 773篇 |
| 1971年 | 618篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
981.
982.
We present a variant of the Game of Pig to introduce the concepts of probability, simulation and expected value. 相似文献
983.
984.
985.
Kevin R. Tarlow 《Teaching Statistics》2016,38(1):16-21
Analysis of variance (ANOVA) is a test of mean differences, but the reference to variances in the name is often overlooked. Classroom activities are presented to illustrate how ANOVA works with emphasis on how to think critically about inferential reasoning. 相似文献
986.
987.
988.
Steve Graham Evan J. Fishman Robert Reid Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89
Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone. 相似文献
989.
990.
Jennifer Ward Stephanie Branson Megan D. Cross Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238
This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. 相似文献