全文获取类型
收费全文 | 1505篇 |
免费 | 30篇 |
专业分类
教育 | 1226篇 |
科学研究 | 28篇 |
各国文化 | 32篇 |
体育 | 57篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 185篇 |
出版年
2023年 | 7篇 |
2022年 | 6篇 |
2021年 | 17篇 |
2020年 | 20篇 |
2019年 | 47篇 |
2018年 | 58篇 |
2017年 | 70篇 |
2016年 | 49篇 |
2015年 | 34篇 |
2014年 | 49篇 |
2013年 | 384篇 |
2012年 | 40篇 |
2011年 | 34篇 |
2010年 | 45篇 |
2009年 | 43篇 |
2008年 | 45篇 |
2007年 | 35篇 |
2006年 | 26篇 |
2005年 | 35篇 |
2004年 | 39篇 |
2003年 | 27篇 |
2002年 | 23篇 |
2001年 | 23篇 |
2000年 | 19篇 |
1999年 | 17篇 |
1998年 | 10篇 |
1997年 | 21篇 |
1996年 | 16篇 |
1995年 | 20篇 |
1994年 | 18篇 |
1993年 | 19篇 |
1992年 | 10篇 |
1991年 | 19篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1986年 | 11篇 |
1985年 | 9篇 |
1984年 | 21篇 |
1983年 | 11篇 |
1982年 | 14篇 |
1981年 | 12篇 |
1980年 | 14篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 10篇 |
1975年 | 8篇 |
1974年 | 13篇 |
1973年 | 7篇 |
排序方式: 共有1535条查询结果,搜索用时 0 毫秒
61.
Anne Pirrie Gale Macleod Mairi Ann Cullen Gillean McCluskey 《British Educational Research Journal》2011,37(3):519-538
There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article presents evidence from a small‐scale qualitative study of destinations and outcomes post‐exclusion for a group of young people considered to be at particular risk of such negative outcomes: namely, those who have been permanently excluded from special schools or Pupil Referral Units (now known as short‐stay schools). The specific focus of this paper is on the 24 young people's educational trajectories pre‐ and post‐exclusion; the reasons for their exclusion from school; and on what forms of alternative provision were available to them after their permanent exclusion. 相似文献
62.
63.
Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
64.
65.
This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
66.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. 相似文献
67.
68.
69.
Gunn B.B. Kristensen Kristin Moberg Aakre Ann Helen Kristoffersen Sverre Sandberg 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):114-122
In laboratory medicine, several studies have described the most frequent errors in the different phases of the total testing process, and a large proportion of these errors occur in the pre-analytical phase. Schemes for registration of errors and subsequent feedback to the participants have been conducted for decades concerning the analytical phase by External Quality Assessment (EQA) organizations operating in most countries. The aim of the paper is to present an overview of different types of EQA schemes for the pre-analytical phase, and give examples of some existing schemes. So far, very few EQA organizations have focused on the pre-analytical phase, and most EQA organizations do not offer pre-analytical EQA schemes (EQAS). It is more difficult to perform and standardize pre-analytical EQAS and also, accreditation bodies do not ask the laboratories for results from such schemes. However, some ongoing EQA programs for the pre-analytical phase do exist, and some examples are given in this paper. The methods used can be divided into three different types; collecting information about pre-analytical laboratory procedures, circulating real samples to collect information about interferences that might affect the measurement procedure, or register actual laboratory errors and relate these to quality indicators. These three types have different focus and different challenges regarding implementation, and a combination of the three is probably necessary to be able to detect and monitor the wide range of errors occurring in the pre-analytical phase. 相似文献
70.