全文获取类型
收费全文 | 9311篇 |
免费 | 123篇 |
国内免费 | 6篇 |
专业分类
教育 | 6232篇 |
科学研究 | 1093篇 |
各国文化 | 322篇 |
体育 | 710篇 |
综合类 | 4篇 |
文化理论 | 62篇 |
信息传播 | 1017篇 |
出版年
2021年 | 88篇 |
2020年 | 125篇 |
2019年 | 180篇 |
2018年 | 222篇 |
2017年 | 251篇 |
2016年 | 226篇 |
2015年 | 150篇 |
2014年 | 188篇 |
2013年 | 1630篇 |
2012年 | 193篇 |
2011年 | 192篇 |
2010年 | 173篇 |
2009年 | 176篇 |
2008年 | 232篇 |
2007年 | 211篇 |
2006年 | 178篇 |
2005年 | 165篇 |
2004年 | 180篇 |
2003年 | 121篇 |
2002年 | 111篇 |
2001年 | 152篇 |
2000年 | 180篇 |
1999年 | 157篇 |
1998年 | 86篇 |
1997年 | 84篇 |
1996年 | 74篇 |
1994年 | 67篇 |
1993年 | 81篇 |
1992年 | 137篇 |
1991年 | 147篇 |
1990年 | 148篇 |
1989年 | 155篇 |
1988年 | 120篇 |
1987年 | 117篇 |
1986年 | 116篇 |
1985年 | 156篇 |
1984年 | 126篇 |
1983年 | 118篇 |
1982年 | 99篇 |
1981年 | 80篇 |
1980年 | 90篇 |
1979年 | 141篇 |
1978年 | 88篇 |
1977年 | 90篇 |
1976年 | 78篇 |
1975年 | 76篇 |
1974年 | 88篇 |
1973年 | 80篇 |
1971年 | 74篇 |
1968年 | 74篇 |
排序方式: 共有9440条查询结果,搜索用时 0 毫秒
251.
Rats were trained to leverpress for food and subsequently exposed to either arithmetic series or random variable-interval reinforcement schedules. Adjunctive drinking developed in all subjects exposed to arithmetic variable-interval reinforcement, but did not develop in six of the eight animals trained on the random schedule. The results suggest that adjunctive drinking is the result of an interaction between the tendency of rats to drink after eating and the ability of locally low probabilities of reinforcement within schedules to induce conditioned behavioral states. 相似文献
252.
In order to emphasize the development of skills in helping the culturally disadvantaged, graduate students were given practicum placement in a Department of Labor-financed agency which gave counseling and employment training to disadvantaged youth. Students attended staff meetings, interviewed staff members concerning the work they performed, and discussed client contacts with caseworkers, in addition to interviewing agency clients. Increased awareness of problems, broadened conceptualizations, and expansion of interpersonal skills were seen as advantages of the practicum. Limitations included some lack of goal clarity and inefficiency of time use in dealing with this clientele. 相似文献
253.
254.
To explain students' achievement in the mechanics segment of a college physics course, a causal model is proposed whose variables are the three constructs: Newtonian physics, math ability, and science experience. Each variable specifies several variates, whose numerical values were measured and intercorrelations computed. The Factorial Modeling (FaM) procedure is applied to the data to estimate the coefficients of the proposed model's structural equations. The FaM results indicate that the model is plausible and that its first two variables account for approximately 34% of the variance in the criterion variate, students' mechanics achievement. The implications of the findings for physics instruction are discussed. 相似文献
255.
Cheryl B. McCarthy 《科学教学研究杂志》2005,42(3):245-263
Institutions of higher education, states, and local K–12 districts have been challenged to improve math and science education for our nation's students. In the past few years, there has been renewed interest in inquiry‐based, activity‐oriented instruction in science for students with disabilities. Yet, there still exists the need for further empirical evidence to support instructional improvements for students with more involved emotional and behavioral disabilities. This study describes a program in which 18 middle school students with serious emotional disturbances were instructed, over the course of 8 weeks, on “Matter” by two different instructional approaches. Students in one classroom received a traditional textbook approach to science content, whereas students in another classroom received science instruction by a hands‐on, thematic approach. Over the course of instruction, data were collected regarding students' behavior and achievement. Results indicate that, overall, students in the hands‐on instructional program performed significantly better than the students in the textbook program on two of three measures of science achievement, a hands‐on assessment and a short‐answer test. The students did not differ on a multiple‐choice format test. With regard to behavior, there were no significant differences in behavioral problems found between the two groups of students over the course of the study. Findings are discussed in relation to instructional implications for students with disabilities in the science classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 245–263, 2005 相似文献
256.
Yujeong Park Mary T. Brownell Elizabeth F. Bettini Amber E. Benedict 《Exceptionality》2019,27(1):1-17
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed. 相似文献
257.
258.
The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results of our experiment with kindergartners clearly suggest not: In conditions where subjects simply planned to the potential motor activity (without executing it), learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from 2 follow-up experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions. 相似文献
259.
Michael L. Lopez Louisa B. Tarullo Steven R. Forness Cheryl A. Boyce 《Early education and development》2000,11(3):265-282
Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health. 相似文献
260.