全文获取类型
收费全文 | 15252篇 |
免费 | 191篇 |
国内免费 | 12篇 |
专业分类
教育 | 10431篇 |
科学研究 | 1334篇 |
各国文化 | 163篇 |
体育 | 1549篇 |
综合类 | 22篇 |
文化理论 | 105篇 |
信息传播 | 1851篇 |
出版年
2021年 | 134篇 |
2020年 | 242篇 |
2019年 | 353篇 |
2018年 | 404篇 |
2017年 | 483篇 |
2016年 | 436篇 |
2015年 | 264篇 |
2014年 | 361篇 |
2013年 | 2738篇 |
2012年 | 293篇 |
2011年 | 346篇 |
2010年 | 271篇 |
2009年 | 307篇 |
2008年 | 281篇 |
2007年 | 266篇 |
2006年 | 253篇 |
2005年 | 236篇 |
2004年 | 486篇 |
2003年 | 366篇 |
2002年 | 389篇 |
2001年 | 255篇 |
2000年 | 261篇 |
1999年 | 207篇 |
1998年 | 102篇 |
1997年 | 125篇 |
1996年 | 154篇 |
1995年 | 139篇 |
1994年 | 129篇 |
1993年 | 127篇 |
1992年 | 181篇 |
1991年 | 181篇 |
1990年 | 166篇 |
1989年 | 216篇 |
1988年 | 177篇 |
1987年 | 207篇 |
1986年 | 178篇 |
1985年 | 233篇 |
1984年 | 191篇 |
1983年 | 173篇 |
1982年 | 152篇 |
1981年 | 129篇 |
1980年 | 110篇 |
1979年 | 173篇 |
1978年 | 136篇 |
1977年 | 121篇 |
1976年 | 139篇 |
1975年 | 104篇 |
1974年 | 118篇 |
1973年 | 96篇 |
1971年 | 108篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
101.
Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2049-2074
Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological.... 相似文献
102.
辽宁装备制造业知识产权战略研究 总被引:4,自引:0,他引:4
鄂齐 《辽宁师范大学学报(社会科学版)》2010,33(2):42-45
进入知识经济和全球化时代,知识产权作为核心竞争力,已成为企业参与市场竞争的重要手段。通过对辽宁地区10余家装备制造企业知识产权现状的分析与研究,提出建立实施辽宁装备制造业知识产权战略的若干建议,从而大力增强辽宁装备制造业的核心竞争力,实现跨越式发展。 相似文献
103.
In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their
word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between
6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the
scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade.
The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although
reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension
difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading
comprehension. 相似文献
104.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
105.
Tae Kyoung Lee Alan Meca Jennifer B. Unger Byron L. Zamboanga Lourdes Baezconde-Garbanati Melinda Gonzales-Backen Elma I. Lorenzo-Blanco Miguel Á. Cano Sabrina E. Des Rosiers Daniel W. Soto Juan A. Villamar Monica Pattarroyo Karina M. Lizzi José Szapocznik Seth J. Schwartz 《Child development》2020,91(1):78-95
Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, Mage (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed. 相似文献
106.
This study utilized data from the Avon Longitudinal Study of Parents and Children (N = 14,860) to examine whether early-life family income (age 0–5) predicted long-term academic achievement (age 16–18) and to investigate the role of executive function (EF) assessed multiple times across age 7–11 in explaining this association. Task-based EF was a significant mediator between early-life family income and later academic achievement in every model. This mediating pathway persisted when adjusting for a comprehensive panel of covariates including verbal IQ, sex, family income at ages 8 and 18, and early-life temperament. Additionally, teacher-rated and parent-rated EF mediated in some models. Overall, these findings suggest that childhood EF may play an important role in perpetuating income-based educational disparities. 相似文献
107.
Peffer Melanie E. Renken Maggie Enderle Patrick Cohen Jonathan 《Research in Science Education》2021,51(5):1365-1389
Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for... 相似文献
108.
ABSTRACT The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for those in bilingual programs. Analysis of written and verbal opposition to the proposed rule revisions demonstrates the persistence of insidious ethnoculturalist discourses opposing bilingual education as well as the cooptation of liberal multiculturalist discourses that, while framing bilingualism as an asset, argue that it is underdeveloped in bilingual programs that do not include English instruction from the outset. Given that bilingual instruction has demonstrated time and again that it benefits students acquiring English in schools, such new discursive turns pose a threat that must be recognized to fend off further legislative and regulatory attempts against bilingual education. 相似文献
109.
Young children often learn less from video than face-to-face presentations. Meta-regression models were used to examine the average size of this difference (video deficit) and investigate moderators. An average deficit of about half of a standard deviation was reported across 122 independent effect sizes from 59 reports, involving children ages 0–6 years. Moderator analyses suggested (a) the deficit decreased with age, (b) object retrieval studies showed larger deficits than other domains, and (c) there was no difference between studies using live versus prerecorded video. Results are consistent with a multiple-mechanism explanation for the deficit. However, the analyses highlighted potential quality and publication bias issues that may have resulted in overestimation of the effect and should be addressed by future researchers. 相似文献
110.
Vanessa Ramos-Christian Robert Schleser Mary E. Varn 《Early Childhood Education Journal》2008,35(6):543-549
Cognitive abilities as well as math fluency play an important role in mathematical skills. Understanding the relationship
between cognitive abilities and mathematical skills is imperative to teaching effective arithmetic skills. The present study
aimed to investigate the relationship between cognitive ability and math fluency with 38 first and second grade elementary
aged children. Results demonstrate that preoperational children lacked the speed of concrete operational children but achieved
comparable levels of accuracy when completing arithmetic problems. 相似文献