全文获取类型
| 收费全文 | 33672篇 |
| 免费 | 404篇 |
| 国内免费 | 31篇 |
专业分类
| 教育 | 24610篇 |
| 科学研究 | 3206篇 |
| 各国文化 | 210篇 |
| 体育 | 2159篇 |
| 综合类 | 36篇 |
| 文化理论 | 578篇 |
| 信息传播 | 3308篇 |
出版年
| 2022年 | 129篇 |
| 2021年 | 244篇 |
| 2020年 | 379篇 |
| 2019年 | 531篇 |
| 2018年 | 2824篇 |
| 2017年 | 2812篇 |
| 2016年 | 2277篇 |
| 2015年 | 572篇 |
| 2014年 | 716篇 |
| 2013年 | 4377篇 |
| 2012年 | 809篇 |
| 2011年 | 1386篇 |
| 2010年 | 1337篇 |
| 2009年 | 892篇 |
| 2008年 | 1173篇 |
| 2007年 | 1650篇 |
| 2006年 | 510篇 |
| 2005年 | 770篇 |
| 2004年 | 824篇 |
| 2003年 | 703篇 |
| 2002年 | 521篇 |
| 2001年 | 440篇 |
| 2000年 | 431篇 |
| 1999年 | 406篇 |
| 1998年 | 215篇 |
| 1997年 | 240篇 |
| 1996年 | 233篇 |
| 1995年 | 201篇 |
| 1994年 | 202篇 |
| 1993年 | 177篇 |
| 1992年 | 282篇 |
| 1991年 | 292篇 |
| 1990年 | 318篇 |
| 1989年 | 290篇 |
| 1988年 | 276篇 |
| 1987年 | 223篇 |
| 1986年 | 238篇 |
| 1985年 | 299篇 |
| 1984年 | 241篇 |
| 1983年 | 225篇 |
| 1982年 | 162篇 |
| 1981年 | 170篇 |
| 1980年 | 150篇 |
| 1979年 | 219篇 |
| 1978年 | 183篇 |
| 1977年 | 169篇 |
| 1976年 | 145篇 |
| 1975年 | 119篇 |
| 1974年 | 109篇 |
| 1973年 | 135篇 |
排序方式： 共有10000条查询结果，搜索用时 31 毫秒
41.
L A Colaianni 《Bulletin of the Medical Library Association》1992,80(1):1-8
The 1991 Janet Doe lecturer describes the vision held by the founders of the Medical Library Association of medical information being readily accessible to health professionals no matter how far they were located from major medical centers, and traces the pursuit of this vision to current outreach activities. 相似文献
42.
43.
Donald D. Deshler Jean B. Schumaker B. Keith Lenz Janis A. Bulgren Michael F. Hock Jim Knight Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108
Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively. 相似文献
44.
Julie A. Washington 《Learning disabilities research & practice》2001,16(4):213-221
The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout. 相似文献
45.
46.
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development
Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven
evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive
professional development process to learn the CDP model. Performance measures included state-mandated achievement measures,
teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy
to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment
and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice
will be discussed. 相似文献
47.
48.
S Grant T Hasler C Davies T C Aitchison J Wilson A Whittaker 《Journal of sports sciences》2001,19(7):499-505
There is limited information on the anthropometry, strength, endurance and flexibility of female rock climbers. The aim of this study was to compare these characteristics in three groups of females: Group 1 comprised 10 elite climbers aged 31.3 +/- 5.0 years (mean +/- s) who had led to a standard of 'hard very severe'; Group 2 consisted of 10 recreational climbers aged 24.1 +/- 4.0 years who had led to a standard of 'severe'; and Group 3 comprised 10 physically active individuals aged 28.5 +/- 5.0 years who had not previously rock-climbed. The tests included finger strength (grip strength, finger strength measured on climbing-specific apparatus), flexibility, bent arm hang and pull-ups. Regression procedures (analysis of covariance) were used to examine the influence of body mass, leg length, height and age. For finger strength, the elite climbers recorded significantly higher values (P < 0.05) than the recreational climbers and non-climbers (four fingers, right hand: elite 321 +/- 18 N, recreational 251 +/- 14 N, non-climbers 256 +/- 15 N; four fingers, left hand: elite 307 +/- 14 N, recreational 248 +/- 12 N, non-climbers 243 +/- 11 N). For grip strength of the right hand, the elite climbers recorded significantly higher values than the recreational climbers only (elite 338 +/- 12 N, recreational 289 +/- 10 N, non-climbers 307 +/- 11 N). The results suggest that elite climbers have greater finger strength than recreational climbers and non-climbers. 相似文献
49.
50.