全文获取类型
收费全文 | 10656篇 |
免费 | 184篇 |
国内免费 | 8篇 |
专业分类
教育 | 7840篇 |
科学研究 | 629篇 |
各国文化 | 191篇 |
体育 | 885篇 |
综合类 | 3篇 |
文化理论 | 155篇 |
信息传播 | 1145篇 |
出版年
2022年 | 65篇 |
2021年 | 94篇 |
2020年 | 185篇 |
2019年 | 282篇 |
2018年 | 358篇 |
2017年 | 397篇 |
2016年 | 368篇 |
2015年 | 270篇 |
2014年 | 314篇 |
2013年 | 2376篇 |
2012年 | 279篇 |
2011年 | 276篇 |
2010年 | 253篇 |
2009年 | 231篇 |
2008年 | 338篇 |
2007年 | 263篇 |
2006年 | 250篇 |
2005年 | 233篇 |
2004年 | 183篇 |
2003年 | 224篇 |
2002年 | 207篇 |
2001年 | 172篇 |
2000年 | 171篇 |
1999年 | 147篇 |
1998年 | 128篇 |
1997年 | 128篇 |
1996年 | 136篇 |
1995年 | 147篇 |
1994年 | 135篇 |
1993年 | 122篇 |
1992年 | 144篇 |
1991年 | 138篇 |
1990年 | 127篇 |
1989年 | 111篇 |
1988年 | 104篇 |
1987年 | 95篇 |
1986年 | 84篇 |
1985年 | 98篇 |
1984年 | 77篇 |
1983年 | 89篇 |
1982年 | 90篇 |
1981年 | 101篇 |
1980年 | 93篇 |
1979年 | 94篇 |
1978年 | 76篇 |
1977年 | 55篇 |
1976年 | 69篇 |
1975年 | 53篇 |
1974年 | 47篇 |
1971年 | 34篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
141.
Sandra Smith 《Annals of dyslexia》1992,42(1):141-158
Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging
in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests
of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable
mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders
were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood,
a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling
deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling. 相似文献
142.
143.
Carol A. Smith Rodney Parks Jesse Parrish Ryan Swirski 《Journal of Adventure Education & Outdoor Learning》2018,18(1):1-14
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献
144.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
145.
146.
Kim M. Tsai Ronald E. Dahl Michael R. Irwin Julienne E. Bower Heather McCreath Teresa E. Seeman David M. Almeida Andrew J. Fuligni 《Child development》2018,89(5):1577-1588
The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (Mage = 16.40 years, 43% male) and their parents (Mage = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep. 相似文献
147.
148.
149.
Elizabeth Overman Smith 《Technical Communication Quarterly》1996,5(4):365-383
Electronic databases provide access to resources in business, communication, education, applied science and technology, and the social sciences. This article identifies the databases that monitor the journals most frequently cited by technical and professional communication researchers. 相似文献
150.
Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example. 相似文献