全文获取类型
收费全文 | 21329篇 |
免费 | 337篇 |
国内免费 | 27篇 |
专业分类
教育 | 15177篇 |
科学研究 | 1999篇 |
各国文化 | 288篇 |
体育 | 1783篇 |
综合类 | 9篇 |
文化理论 | 223篇 |
信息传播 | 2214篇 |
出版年
2021年 | 211篇 |
2020年 | 334篇 |
2019年 | 471篇 |
2018年 | 638篇 |
2017年 | 641篇 |
2016年 | 631篇 |
2015年 | 445篇 |
2014年 | 544篇 |
2013年 | 4045篇 |
2012年 | 507篇 |
2011年 | 532篇 |
2010年 | 473篇 |
2009年 | 388篇 |
2008年 | 540篇 |
2007年 | 437篇 |
2006年 | 430篇 |
2005年 | 392篇 |
2004年 | 364篇 |
2003年 | 375篇 |
2002年 | 332篇 |
2001年 | 575篇 |
2000年 | 400篇 |
1999年 | 359篇 |
1998年 | 215篇 |
1997年 | 258篇 |
1996年 | 242篇 |
1995年 | 239篇 |
1994年 | 255篇 |
1993年 | 196篇 |
1992年 | 281篇 |
1991年 | 292篇 |
1990年 | 286篇 |
1989年 | 285篇 |
1988年 | 247篇 |
1987年 | 225篇 |
1986年 | 231篇 |
1985年 | 270篇 |
1984年 | 219篇 |
1983年 | 216篇 |
1982年 | 199篇 |
1981年 | 195篇 |
1980年 | 190篇 |
1979年 | 230篇 |
1978年 | 180篇 |
1977年 | 155篇 |
1976年 | 139篇 |
1975年 | 152篇 |
1974年 | 135篇 |
1973年 | 132篇 |
1971年 | 126篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
151.
Thomas A. C. Reydon 《Metascience》2015,24(2):259-264
152.
153.
154.
C. Wesley Buerkle 《Communication Teacher》2017,31(1):47-61
This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learning, mastery instruction, and course assessment were considered to be generally beneficial and at minimal cost. 相似文献
155.
Leonardo S. Fortes Dalton De Lima-Junior Lenamar Fiorese José R. A. Nascimento-Júnior Arnaldo L. Mortatti Maria E. C. Ferreira 《Journal of sports sciences》2020,38(5):552-558
ABSTRACTThe objective of this study was to analyse the effect of the use of social networks in smartphones or playing video games on the passing decision-making performance in professional soccer athletes. Participants were 25 male professional soccer athletes (mean ± SD: age 23.4 ± 2.8 years). The participants performed three randomised conditions divided into three groups: control (CON), smartphone (SMA), and video game (VID). Before and after each experimental condition, the Stroop Task assessed the level of induced mental fatigue. Then, the athletes performed a simulated soccer match. A CANON® camera recorded the matches for further analysis on passing decision-making performance. A group effect was identified (p < .01) with impairment on passing decision-making performance for the SMA (p = .01, ES = 0.5) and VID (p = .01, ES = 0.5) conditions. We concluded that the use of social networks on smartphones and/or playing video games right before official soccer matches might impair the passing decision-making performance in professional soccer athletes. 相似文献
156.
Science & Education - 相似文献
157.
158.
159.
Danielle A. Pester A. Stephen Lenz Joshua C. Watson 《Counselor Education & Supervision》2020,59(2):112-128
As counselor preparation programs are compelled to demonstrate student social and cultural competence, valid inventories are needed to measure development consistent with contemporary standards. The Intersectional Privilege Screening Inventory was created for this purpose, was assessed using 4 types of validity evidence, and has results supporting its use in student development. 相似文献
160.
Adam E. Wyse Eric M. Stickney David Butz Amanda Beckler Catherine N. Close 《Educational Measurement》2020,39(3):60-64
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020. 相似文献