全文获取类型
收费全文 | 44512篇 |
免费 | 2737篇 |
国内免费 | 4072篇 |
专业分类
教育 | 28679篇 |
科学研究 | 7483篇 |
各国文化 | 383篇 |
体育 | 4478篇 |
综合类 | 1802篇 |
文化理论 | 219篇 |
信息传播 | 8277篇 |
出版年
2022年 | 230篇 |
2021年 | 379篇 |
2020年 | 705篇 |
2019年 | 1268篇 |
2018年 | 1768篇 |
2017年 | 1846篇 |
2016年 | 1856篇 |
2015年 | 1621篇 |
2014年 | 1740篇 |
2013年 | 7050篇 |
2012年 | 2018篇 |
2011年 | 2251篇 |
2010年 | 2174篇 |
2009年 | 1820篇 |
2008年 | 2221篇 |
2007年 | 1937篇 |
2006年 | 1195篇 |
2005年 | 1095篇 |
2004年 | 1269篇 |
2003年 | 1017篇 |
2002年 | 977篇 |
2001年 | 1069篇 |
2000年 | 869篇 |
1999年 | 718篇 |
1998年 | 501篇 |
1997年 | 540篇 |
1996年 | 492篇 |
1995年 | 399篇 |
1994年 | 393篇 |
1993年 | 342篇 |
1992年 | 479篇 |
1991年 | 437篇 |
1990年 | 464篇 |
1989年 | 445篇 |
1988年 | 394篇 |
1987年 | 357篇 |
1986年 | 372篇 |
1985年 | 403篇 |
1984年 | 359篇 |
1983年 | 322篇 |
1982年 | 260篇 |
1981年 | 269篇 |
1980年 | 240篇 |
1979年 | 356篇 |
1978年 | 294篇 |
1977年 | 231篇 |
1976年 | 219篇 |
1975年 | 217篇 |
1973年 | 210篇 |
1971年 | 204篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
1.
2.
通过对 2 0 0 3年世界杯女子排球赛的各参赛队的技术统计分析 ,了解中国女排快攻战术运用现状。结果显示 :中国女排快攻战术效果高于强攻 ,得分率也高于巴西、美国队。提示 :坚持快、变战术是中国女子排球队取胜的重要武器 相似文献
3.
4.
WINDOWS终端在图书馆中的应用 总被引:8,自引:0,他引:8
主要阐述了Windows终端与传统PC的区别,以及Windows终端的特点、优势及其在图书馆中的应用。 相似文献
5.
Sports Engineering - A Monark cycle ergometer is a device globally used in physiological studies to measure the work and energy levels of exercising humans. In this paper a rope-braked cycle... 相似文献
6.
G L Zellman 《Child abuse & neglect》1992,16(1):57-74
Drawing distinctions on the basis of at least some case characteristics in making reporting decisions makes considerable sense. Using data from a national survey of mandated reporters that included vignettes in which case and personal characteristics were systematically varied, this paper examines the impact of selected characteristics while controlling for others. The data reveal that respondents noticed and responded to case characteristics. Abuse-relevant judgments and reporting intentions varied, often substantially, as a function of case characteristics. Three case characteristics--previous abuse, severity of abuse, and recantation--were powerful predictors of vignette outcomes. A history of previous abuse led to judgments of greater seriousness, a more salutary impact of a report, and greater likelihood of reporting. More severe abuse was more likely to be labelled as abuse, and was more likely to be reported. When the alleged victim retracted her accusation upon questioning by an authority figure, respondents were significantly less likely to intend a report. Child age, perpetrator intent and family socioeconomic status also influenced abuse-relevant judgments and reporting intentions. Respondents were more likely to intend a report when younger children, lazy or angry perpetrators and children from poorer families were portrayed. 相似文献
7.
How has Item Response Theory helped solve problems in the development and use of computer-adaptive tests? Do we need to balance item content with computer-adaptive tests? Could we use IRT to evaluate unusual responses to computer-delivered tests? 相似文献
8.
10.
Daniel Koretz 《Educational Measurement》2006,25(3):46-50
The goal of the Standards for Educational and Psychological Testing is to improve testing practices, but their impact on practice appears spotty. Self-regulation clearly fails in some instances. The establishment of an external agency to oversee testing practices and adherence to the Standards would face substantial hurdles, and the ambiguity of many of the Standards would hobble such an organization if one were created. Many of the Standards are general statements of principle, and past controversies make clear that we in the field often disagree about the reasons for them, their applicability to specific cases, and their practical meaning in specific contexts. This paper argues that the field should follow two approaches to lessen this ambiguity. First, using journals, conferences, and other vehicles, we should foster more frequent and more protracted debate about the practical meaning of key Standards, such as 13.6 and 13.7, which mandate that a decision that will have a "major impact" on a student should not be based on a single score. Second, future revisions of the Standards should use concrete examples of testing practices to clarify the meaning of the Standards, much as the legal system uses case law to clarify the meaning of the general principles embodied in statutes . 相似文献