全文获取类型
收费全文 | 1850篇 |
免费 | 41篇 |
国内免费 | 1篇 |
专业分类
教育 | 1599篇 |
科学研究 | 27篇 |
各国文化 | 17篇 |
体育 | 56篇 |
文化理论 | 14篇 |
信息传播 | 179篇 |
出版年
2021年 | 12篇 |
2020年 | 26篇 |
2019年 | 35篇 |
2018年 | 49篇 |
2017年 | 42篇 |
2016年 | 49篇 |
2015年 | 32篇 |
2014年 | 46篇 |
2013年 | 381篇 |
2012年 | 63篇 |
2011年 | 62篇 |
2010年 | 56篇 |
2009年 | 52篇 |
2008年 | 52篇 |
2007年 | 52篇 |
2006年 | 58篇 |
2005年 | 49篇 |
2004年 | 42篇 |
2003年 | 37篇 |
2002年 | 45篇 |
2001年 | 28篇 |
2000年 | 37篇 |
1999年 | 31篇 |
1998年 | 23篇 |
1997年 | 23篇 |
1996年 | 24篇 |
1995年 | 30篇 |
1994年 | 22篇 |
1993年 | 23篇 |
1992年 | 23篇 |
1991年 | 20篇 |
1990年 | 28篇 |
1989年 | 24篇 |
1988年 | 17篇 |
1987年 | 20篇 |
1986年 | 20篇 |
1985年 | 22篇 |
1984年 | 20篇 |
1983年 | 17篇 |
1982年 | 22篇 |
1981年 | 27篇 |
1980年 | 16篇 |
1979年 | 16篇 |
1978年 | 12篇 |
1977年 | 19篇 |
1976年 | 11篇 |
1975年 | 9篇 |
1974年 | 17篇 |
1973年 | 9篇 |
1971年 | 7篇 |
排序方式: 共有1892条查询结果,搜索用时 15 毫秒
61.
This updated edition of Care Practice Paper #3 presents the evidence for the benefits of continuous support in labor. The role of the doula is explained. Women are encouraged to plan for continuous support during labor and to consider including a woman experienced with childbirth among their labor support team. 相似文献
62.
This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children. 相似文献
63.
Tomasello, Carpenter, and Liszkowski (2007) present a comprehensive review of the infant pointing literature. They conclude that infant pointing demonstrates communicative intent from its onset, at about 1 year of age. In this commentary, it is noted that for infants to understand communicative intent, they must have a concept of self and others as intentional agents. Evidence is reviewed to argue that this is not possible until 18-24 months of age. A leaner explanation of how infants might initially succeed in pointing tasks without understanding communicative intent is considered. 相似文献
64.
Is earlier intervention always superior? Using two complementary forms of meta-analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. 相似文献
65.
Georg Krammer Barbara Pflanzl Johannes Mayr 《Assessment & Evaluation in Higher Education》2019,44(4):596-609
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching. 相似文献
66.
Peijie Chen Lijuan Mao George P.Nassis Peter Harmer Barbara E.Ainsworth Fuzhong Li 《运动与健康科学(英文)》2020,9(2):103-104
The on-going Coronavirus disease(COVID-19)outbreak in China has become the world's leading health headline and is causing major panic and public concerns.On January 30,2020,the World Health Organization(WHO)declared that the new coronavirus outbreak is a public health emergency of international concern.1 The virus has already had a direct impact on more than 10 million people in the city of Wuhan and has reached other parts of China as well,posing a health threat of unknown magnitude globally.As of February 8,2020,WHO reported 34,886 confirmed cases of COVID-19 globally,with 34,589 of them occurring in China(including 6101 severe cases and 723 deaths).A total of 288 other confirmed cases(with 1 death)have been reported in 24 countries,including Japan,Australia,Germany,and United States.2 However,these daily estimates are expected to rise even higher as reports from health authorities in China3 are gathered and near real-time updates of the Johns Hopkins virus dashboard are made 4 The outbreak has caused governments in various countries to take swift and protective measures.In China,these included putting cities on lockdown,5 implementing travel wamings/bans and cancellations,6 extending national holidays,and closing schools and postponing classes7. 相似文献
67.
Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement. 相似文献
68.
Barbara Hruska 《Multicultural Perspectives》2013,15(4):3-12
This study identifies how the contextual features of an elementary school setting shaped and often restricted bilingual kindergarten students' access to friendships within their grade-level English-dominant classroom. Data demonstrate how students utilized a teacher-designed lunch card routine to initiate, maintain, and display friendships in addition to indicating their lunch selection. Findings from the study prompted changes in my instructional practices as well as in the ESL and bilingual program design at the school in order to allow greater interaction between native English and native Spanish speakers. Implications of these findings include the significance of social relationships for language learning, for gaining status, and for motivating bilingual students to remain in school over the course of their K-12 education. 相似文献
69.
Desalination is a relatively new intervention in the field of conservation of architectural heritage. Especially the desalination of immovable objects, such as masonry structures, is still a trial-error practice. In the field, different desalination materials and methods are used, sometimes with unsatisfactory results. Better understanding of the desalination process is needed in order to support the conservator with clear guidelines for choosing a suitable desalination material and method. The research presented in this paper constitutes the first step towards the development of a modular system of poultices, which can be adapted, i.e. fine-tuned to different types of substrates. Starting point is to make use of advection, i.e. the transport of salt ions with water flow. This transport mechanism is faster than diffusion and the application on immovable objects is relatively easy. In order to optimize salt extraction, a poultice working by advection should have smaller pores than the substrate. Starting from this principle the pore sizes of different desalination materials (sand, cellulose, kaolin and bentonite) mixed in different proportions, have been measured. Interesting results were obtained, showing that the desalination materials commonly used in the field are often not the most suitable ones. On the basis of the results, recipes for poultices, adapted to a specific substrate, can be formulated. 相似文献
70.
Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third-, sixth-, and eighth-grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow-up analyses considered skill classification, sex-stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third-grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined. 相似文献