全文获取类型
收费全文 | 8488篇 |
免费 | 129篇 |
国内免费 | 7篇 |
专业分类
教育 | 6226篇 |
科学研究 | 502篇 |
各国文化 | 163篇 |
体育 | 698篇 |
综合类 | 3篇 |
文化理论 | 128篇 |
信息传播 | 904篇 |
出版年
2022年 | 50篇 |
2021年 | 77篇 |
2020年 | 151篇 |
2019年 | 214篇 |
2018年 | 291篇 |
2017年 | 309篇 |
2016年 | 298篇 |
2015年 | 220篇 |
2014年 | 244篇 |
2013年 | 1859篇 |
2012年 | 229篇 |
2011年 | 231篇 |
2010年 | 210篇 |
2009年 | 185篇 |
2008年 | 278篇 |
2007年 | 210篇 |
2006年 | 210篇 |
2005年 | 194篇 |
2004年 | 152篇 |
2003年 | 184篇 |
2002年 | 165篇 |
2001年 | 134篇 |
2000年 | 117篇 |
1999年 | 112篇 |
1998年 | 105篇 |
1997年 | 109篇 |
1996年 | 115篇 |
1995年 | 124篇 |
1994年 | 117篇 |
1993年 | 92篇 |
1992年 | 110篇 |
1991年 | 105篇 |
1990年 | 102篇 |
1989年 | 92篇 |
1988年 | 86篇 |
1987年 | 71篇 |
1986年 | 67篇 |
1985年 | 73篇 |
1984年 | 61篇 |
1983年 | 76篇 |
1982年 | 75篇 |
1981年 | 78篇 |
1980年 | 82篇 |
1979年 | 75篇 |
1978年 | 56篇 |
1977年 | 45篇 |
1976年 | 52篇 |
1975年 | 43篇 |
1974年 | 41篇 |
1971年 | 29篇 |
排序方式: 共有8624条查询结果,搜索用时 8 毫秒
161.
162.
David M. Baird 《Curator: The Museum Journal》1986,29(3):213-220
163.
164.
165.
Robert D. Lyman Steven Prentice-Dunn David R. Wilson Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519
Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children. 相似文献
166.
Kinetic School Drawings were obtained from 100 fifth-grade students. The drawings were analyzed along a number of dimensions thought to measure “negative” affect. Significant correlations with academic achievement were found for a number of measures, and the results of a stepwise multiple regression were significant. In general, the study supported the validity of the technique. 相似文献
167.
David Trueman 《Psychology in the schools》1984,21(2):215-223
This paper is a critical review of the studies that have applied behavioral techniques in the treatment of school phobia. After a brief theoretical discussion, this work proceeds to note the conspicuous absence of any studies designed to assess either the relative efficacy of behavior therapy in comparison to other types of therapy or the different effects of various behavioral treatments. An in-depth analysis of reported case studies dichotomized into those using classical conditioning elements and those using operant learning ones reveals that both approaches indicate success. However, some blurring between treatment modalities, both theoretically and empirically, is noted, thus bringing into question the precision of estimating the efficacy of treatments of different approaches. Suggestions for future research focus on both large scale studies and the need to apply distinct treatments firmly allied to theoretical models. 相似文献
168.
169.
Science & Education - 相似文献
170.
Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献