全文获取类型
收费全文 | 13132篇 |
免费 | 125篇 |
国内免费 | 19篇 |
专业分类
教育 | 9071篇 |
科学研究 | 1576篇 |
各国文化 | 103篇 |
体育 | 1119篇 |
综合类 | 13篇 |
文化理论 | 164篇 |
信息传播 | 1230篇 |
出版年
2021年 | 94篇 |
2020年 | 136篇 |
2019年 | 211篇 |
2018年 | 327篇 |
2017年 | 388篇 |
2016年 | 418篇 |
2015年 | 282篇 |
2014年 | 295篇 |
2013年 | 1937篇 |
2012年 | 358篇 |
2011年 | 373篇 |
2010年 | 264篇 |
2009年 | 204篇 |
2008年 | 261篇 |
2007年 | 269篇 |
2006年 | 225篇 |
2005年 | 848篇 |
2004年 | 683篇 |
2003年 | 504篇 |
2002年 | 291篇 |
2001年 | 240篇 |
2000年 | 212篇 |
1999年 | 200篇 |
1998年 | 93篇 |
1997年 | 90篇 |
1996年 | 130篇 |
1995年 | 90篇 |
1994年 | 115篇 |
1993年 | 97篇 |
1992年 | 173篇 |
1991年 | 160篇 |
1990年 | 147篇 |
1989年 | 151篇 |
1988年 | 127篇 |
1987年 | 131篇 |
1986年 | 146篇 |
1985年 | 145篇 |
1984年 | 122篇 |
1983年 | 134篇 |
1982年 | 118篇 |
1981年 | 113篇 |
1980年 | 96篇 |
1979年 | 169篇 |
1978年 | 114篇 |
1977年 | 110篇 |
1976年 | 109篇 |
1975年 | 81篇 |
1974年 | 93篇 |
1972年 | 70篇 |
1971年 | 71篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
1.
G. Gage Kingsbury 《Educational Measurement》1990,9(2):3-6
What is the rationale for adapting an existing testing system instead of developing your own? What are the limitations of MicroCAT? What has to be modified in order to meet local needs and to realize the potential of adaptive testing in the context of an existing testing system? 相似文献
2.
3.
G L Zellman 《Child abuse & neglect》1992,16(1):57-74
Drawing distinctions on the basis of at least some case characteristics in making reporting decisions makes considerable sense. Using data from a national survey of mandated reporters that included vignettes in which case and personal characteristics were systematically varied, this paper examines the impact of selected characteristics while controlling for others. The data reveal that respondents noticed and responded to case characteristics. Abuse-relevant judgments and reporting intentions varied, often substantially, as a function of case characteristics. Three case characteristics--previous abuse, severity of abuse, and recantation--were powerful predictors of vignette outcomes. A history of previous abuse led to judgments of greater seriousness, a more salutary impact of a report, and greater likelihood of reporting. More severe abuse was more likely to be labelled as abuse, and was more likely to be reported. When the alleged victim retracted her accusation upon questioning by an authority figure, respondents were significantly less likely to intend a report. Child age, perpetrator intent and family socioeconomic status also influenced abuse-relevant judgments and reporting intentions. Respondents were more likely to intend a report when younger children, lazy or angry perpetrators and children from poorer families were portrayed. 相似文献
4.
5.
How has Item Response Theory helped solve problems in the development and use of computer-adaptive tests? Do we need to balance item content with computer-adaptive tests? Could we use IRT to evaluate unusual responses to computer-delivered tests? 相似文献
6.
Judith Palmer 《Health information and libraries journal》1994,11(4):282-286
7.
William G. Wraga 《History of education quarterly》2001,41(4):494-519
8.
Deborah G. Ventis 《Early Childhood Education Journal》1992,19(3):32-34
Gardening and children are a natural combination; children love to play in the dirt, and are fascinated by growing things. The benefits of having a garden can go beyond the fresh vegetables and flowers, a lot can be learned in the process. Although skills involved in planting and caring for the garden and acquiring a rudimentary knowledge of biology are obvious benefits, many other cognitive skills can be introduced or reinforced with a garden project.Deborah G. Ventis is Associate Professor of Psychology, College of William and Mary, Williamsburgh, VA. 相似文献
9.
10.
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