全文获取类型
收费全文 | 14349篇 |
免费 | 160篇 |
国内免费 | 24篇 |
专业分类
教育 | 9872篇 |
科学研究 | 1785篇 |
各国文化 | 76篇 |
体育 | 1006篇 |
综合类 | 6篇 |
文化理论 | 163篇 |
信息传播 | 1625篇 |
出版年
2022年 | 72篇 |
2021年 | 104篇 |
2020年 | 182篇 |
2019年 | 275篇 |
2018年 | 987篇 |
2017年 | 1035篇 |
2016年 | 771篇 |
2015年 | 263篇 |
2014年 | 308篇 |
2013年 | 1846篇 |
2012年 | 333篇 |
2011年 | 546篇 |
2010年 | 504篇 |
2009年 | 364篇 |
2008年 | 437篇 |
2007年 | 546篇 |
2006年 | 206篇 |
2005年 | 247篇 |
2004年 | 304篇 |
2003年 | 229篇 |
2002年 | 171篇 |
2001年 | 214篇 |
2000年 | 275篇 |
1999年 | 204篇 |
1998年 | 125篇 |
1997年 | 119篇 |
1996年 | 124篇 |
1995年 | 98篇 |
1994年 | 103篇 |
1993年 | 81篇 |
1992年 | 177篇 |
1991年 | 156篇 |
1990年 | 141篇 |
1989年 | 168篇 |
1988年 | 145篇 |
1987年 | 131篇 |
1986年 | 147篇 |
1985年 | 163篇 |
1984年 | 123篇 |
1983年 | 139篇 |
1982年 | 125篇 |
1981年 | 98篇 |
1980年 | 92篇 |
1979年 | 124篇 |
1978年 | 120篇 |
1977年 | 89篇 |
1976年 | 102篇 |
1975年 | 63篇 |
1974年 | 80篇 |
1973年 | 74篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
1.
Jonathan S. Jones Anna-Lynne R. Adlam Abdelmalek Benattayallah Fraser N. Milton 《Child development》2022,93(3):815-830
Working memory training improves children's cognitive performance on untrained tasks; however, little is known about the underlying neural mechanisms. This was investigated in 32 typically developing children aged 10–14 years (19 girls and 13 boys) using a randomized controlled design and multi-modal magnetic resonance imaging (Devon, UK; 2015–2016). Training improved working memory performance and increased intrinsic functional connectivity between the bilateral intraparietal sulci. Furthermore, improvements in working memory were associated with greater recruitment of the left middle frontal gyrus on a complex span task. Repeated engagement of fronto-parietal regions during training may increase their activity and functional connectivity over time, affording greater working memory performance. The plausibility of generalizable cognitive benefits from a neurobiological perspective and implications for neurodevelopmental theory are discussed. 相似文献
2.
Daniel C. Kopala-Sibley Marilyn Cyr Megan C. Finsaas Jonathan Orawe Anna Huang Nim Tottenham Daniel N. Klein 《Child development》2020,91(1):110-128
Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later. 相似文献
3.
4.
5.
6.
Anthony J. Sadar 《Science & Education》2018,27(1-2):233-235
7.
Piret Luik Reelika Suviste Marina Lepp Tauno Palts Eno Tõnisson Merilin Säde Kaspar Papli 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):153-165
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies. 相似文献
8.
James D. T. Tannock 《Higher Education Quarterly》1992,46(1):108-123
This article describes the Engineering Professors' Conference (EPC) approach to quality assurance for Higher Education Institutions, which is currently the only formalized alternative to British Standard 5750 'Quality Systems'. The EPC approach is based on principles of quality assurance and Total Quality Management which have been developed in industry. These ideas are briefly outlined, and an opinion expressed on the interpretation and application of BSS7S0 for HE. The EPC model is explained, illustrated with example elements taken from the EPC Specification and Guidelines for Quality Assurance in Higher Education. A top-down approach to the development of an institutional quality system is described, based on a quality policy statement. Areas of activity which have an important impact on the quality of education are identified, emphasising the quality assurance requirements of academic departments. Supporting and administrative quality system requirements are also described, as these also play an important role in the quality of education. Formal quality procedures and documentation in key areas are proposed. 相似文献
9.
10.
T Bianco 《Research quarterly for exercise and sport》2001,72(4):376-388
Research suggests that social support can be an important coping resource for athletes recovering from sport injury. Few studies have investigated this claim, however. To address this gap in the literature, 10 elite downhill skiers who had recovered from serious sport injuries were interviewed about the sources of stress associated with injury and the role of social support in recovery from sport injury. This paper presents the social supportfindings that emergedfrom this research'. Content analyses of the social support data revealed that the skiers needed various types of emotional, informational, and tangible support from the occurrence of injury through the return to full activity. Members of the treatment team, the ski team, and the skiers' home support net works provided social support throughout these phases. In general, the skiers were satisfied with the support received, indicating that it reduced distress and kept them motivated throughout recovery. The findings from this research have implications for the design of sport injury interventions. 相似文献