全文获取类型
收费全文 | 818篇 |
免费 | 25篇 |
专业分类
教育 | 642篇 |
科学研究 | 42篇 |
各国文化 | 12篇 |
体育 | 38篇 |
文化理论 | 10篇 |
信息传播 | 99篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 26篇 |
2017年 | 40篇 |
2016年 | 27篇 |
2015年 | 15篇 |
2014年 | 23篇 |
2013年 | 243篇 |
2012年 | 19篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 12篇 |
2008年 | 20篇 |
2007年 | 19篇 |
2006年 | 17篇 |
2005年 | 16篇 |
2004年 | 16篇 |
2003年 | 10篇 |
2002年 | 17篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 15篇 |
1997年 | 4篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 13篇 |
1991年 | 8篇 |
1990年 | 14篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 9篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1923年 | 3篇 |
1922年 | 3篇 |
1915年 | 3篇 |
排序方式: 共有843条查询结果,搜索用时 31 毫秒
41.
42.
Restructuring support staff classification levels for academic health sciences library positions 总被引:1,自引:0,他引:1
J C McCann S E Davis D J Trainor D K Waller R B Greenblatt 《Bulletin of the Medical Library Association》1990,78(3):293-301
Nonprofessional library support staff traditionally hold what are considered to be low-paying, nonchallenging positions. These negative factors make retaining creative and productive employees difficult. This article outlines the approach taken at the Medical College of Georgia's Robert B. Greenblatt, M.D. Library to devise a structure of library staff positions that becomes progressively more demanding. A new nine-level Library Staff Classification Plan resulted. This plan also enables and encourages employees to acquire more skills and to accept more responsibility in order to qualify for higher-level library positions or to advance their present position to receive comparable rewards. The plan expresses the level of responsibilities expected, the employee qualifications desired, and lists representative duties across the spectrum of typical library tasks. 相似文献
43.
44.
45.
46.
47.
48.
Andrew Davis 《Journal of Philosophy of Education》2004,38(1):21-36
This paper discusses the current fashion for brain‐based learning, in which value‐laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities. 相似文献
49.
C.W. Davis 《Journal of The Franklin Institute》1922,194(1):113-114
50.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献