全文获取类型
收费全文 | 28784篇 |
免费 | 387篇 |
国内免费 | 74篇 |
专业分类
教育 | 20734篇 |
科学研究 | 2583篇 |
各国文化 | 294篇 |
体育 | 2183篇 |
综合类 | 50篇 |
文化理论 | 180篇 |
信息传播 | 3221篇 |
出版年
2021年 | 299篇 |
2020年 | 406篇 |
2019年 | 594篇 |
2018年 | 810篇 |
2017年 | 851篇 |
2016年 | 808篇 |
2015年 | 523篇 |
2014年 | 737篇 |
2013年 | 5447篇 |
2012年 | 703篇 |
2011年 | 739篇 |
2010年 | 648篇 |
2009年 | 590篇 |
2008年 | 660篇 |
2007年 | 605篇 |
2006年 | 618篇 |
2005年 | 548篇 |
2004年 | 454篇 |
2003年 | 431篇 |
2002年 | 386篇 |
2001年 | 755篇 |
2000年 | 543篇 |
1999年 | 463篇 |
1998年 | 267篇 |
1997年 | 297篇 |
1996年 | 293篇 |
1995年 | 250篇 |
1994年 | 282篇 |
1993年 | 237篇 |
1992年 | 376篇 |
1991年 | 361篇 |
1990年 | 402篇 |
1989年 | 387篇 |
1988年 | 327篇 |
1987年 | 321篇 |
1986年 | 338篇 |
1985年 | 362篇 |
1984年 | 324篇 |
1983年 | 303篇 |
1982年 | 248篇 |
1981年 | 252篇 |
1980年 | 231篇 |
1979年 | 339篇 |
1978年 | 277篇 |
1977年 | 222篇 |
1976年 | 209篇 |
1975年 | 211篇 |
1974年 | 195篇 |
1973年 | 205篇 |
1971年 | 201篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Abstract The relationship between people and the rest of nature is central to the debate concerning the management of natural resources. An understanding of how environmental concern is reflected in people's attittudes and value systems is important for the development of responsive environmental management. Effective attitude measures already exist, most notably the New Environmental Paradigm scale. Since this measure was produced, however, certain issues not addressed by the scale have become increasingly important within the environmental debate. These include concepts such as the intrinsic value of nature, or the moral duties of humans to the rest of nature-issues that surface repeatedly in the environmental literature. The study has shown that it is possible to include references to the intrinsic value of nature, as well as the moral duties people have to the rest of nature and to other human beings, within a reliable and unidimensional attitude scale. 相似文献
992.
993.
RESUMENEl punto de partida del trabajo presentado en el estudio de las variedades no standard del francés. Tras la constatación de que el marco de referencia utilizado hasta ahora para el estudio de estas variedades ha sido fundamentalmente la variedad standard escrita, los autores proponen un cambio de óptica al abordar la descripción y análisis del lenguaje oral de locutores adultos y niños en diferentes tipos de situaciones informales. Ello les lleva a reconocer dentro de la competencia lingüística de los locutores un doble sistema de organización de los enunciados: el basado en el modelo tradicional de la frase o construcción gramatical y el basado en las configuraciones discursivas.Tras pasar revista a ambos tipos de sistemas y proporcionar una serie de ejemplos de configuraciones discursivas complejas, los autores abordan desde esta perspectiva un análisis somero de las relaciones existentes entre sistema lingüístico y otros componentes que determinan las producciones verbales de los locutores. Finalmente, el nuevo marco de referencia adoptado les lleva a replantearse la relación entre la variedad standard normativa y las restantes variedades no standard, así como a una revisión de las diferencias constatadas entre las producciones lingüísticas de los niños y las de los adultos. 相似文献
994.
Félix López 《Infancia y Aprendizaje》2013,36(26):65-75
ResumenEste trabajo examina el proceso de adquisición de la identidad y el rol sexual, así como algunos factores que condicionan esta evolución. Se utiliza el método clínico piagetiano, con la ayuda de imágenes gráficas.Entre las conclusiones más importantes cabe señalar: 1) La adquisición de la identidad y el rol sexual tiene lugar, en sus aspectos más destacados, entre los dos y tres años de vida, 2) La conservación (autoaplicada) de la identidad no es alcanzada hasta los 5–7 años, aproximadamente, 3) Los roles sexuales reproducen de forma particularmente directa la situación del núcleo familiar. 相似文献
995.
John C. Cavanaugh 《Educational gerontology》2013,39(1):117-124
Service-learning is an approach to teaching and learning that has great potential for gerontology. The articles in this special issue present a wealth of conceptual and practical information about how to create service-learning opportunities, manage them effectively, and evaluate them appropriately. This article identifies several common themes in the articles and offers an administrative perspective on the role and value of service-learning. 相似文献
996.
Kayoko C. Nakao JoAnn Damron-Rodriguez Frances P. Lawrance Patricia J. Volland 《Educational gerontology》2013,39(10):761-771
Using graduate social work students' data (n = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work. We examined the intercorrelations of the KASW with the academic and practice experience in aging and score differences by the specialization and school year, and estimated the internal consistencies as reliability. Results showed the convergent validity of the KASW, indicating the items measured theoretically related areas of content with students' skills and experiences in aging. The internal consistencies, nevertheless, remained relatively low, representing the items that failed to measure the expected constructs of biopsychosocial domains. The KASW will be further refined to more sensitively identify students' knowledge deficiencies by selecting an optimal panel of items in biopsychosocial content areas and by providing information relevant to the pedagogical agenda and guidance in field education. 相似文献
997.
Elin K. L. Reikerås 《欧洲特需教育杂志》2013,28(3):233-250
The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance 相似文献
998.
Hongli Li C. Kevin Fortner Xiaoxuan Lei 《School Effectiveness & School Improvement》2013,24(2):258-278
In this study, we examined relationships between the use of test results and US students’ math, reading, and science performance in the Programme for International Student Assessment (PISA) 2009. Based on a literature review, we hypothesized that the 16 items in the PISA school questionnaire, which are related to the use of test results, can be categorized according to 4 factors. We validated this hypothesized factor structure using a confirmatory factor analysis and then obtained composite scores for each factor. As revealed by a multilevel analysis, when student and school demographic variables were controlled for, using test results to hold schools accountable to authority and the public was significantly positively related to students’ performance across all 3 subjects. No statistically significant relationship, however, was detected between students’ performance and the following uses of test scores: informing parents of their children’s performance, providing information for instructional purposes, and evaluating teachers and principals. 相似文献
999.
Karen Peterman Jenny L. Daugherty Rodney L. Custer Julia M. Ross 《International Journal of Science Education》2013,35(14):1913-1931
ABSTRACTScience teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular. 相似文献
1000.
ABSTRACTThis study investigated how studying a refutational map, a type of argument map, affected conceptual change. Refutational maps visually display both correct and alternative conceptions. Participants (N?=?120) were randomly assigned to (1) a refutational map condition, (2) a refutational text condition, and (3) a non-refutational text condition. The post-test results showed that studying the refutational map led to better performance on free recall and learning transfer measures. Specifically, participants who studied the refutational map performed significantly better than others on a free recall test, and they significantly outperformed the non-refutational text group on a short-answer transfer test. The multiple-choice test, another transfer measure, failed to detect any differences among the three groups. The research also found that individual differences in need for cognition and logical thinking ability interacted with the type of study materials. Participants scoring lower on logical thinking ability gained more from studying the refutational map. 相似文献