全文获取类型
收费全文 | 2051篇 |
免费 | 38篇 |
国内免费 | 3篇 |
专业分类
教育 | 1612篇 |
科学研究 | 90篇 |
各国文化 | 31篇 |
体育 | 103篇 |
文化理论 | 18篇 |
信息传播 | 238篇 |
出版年
2022年 | 12篇 |
2021年 | 12篇 |
2020年 | 24篇 |
2019年 | 41篇 |
2018年 | 53篇 |
2017年 | 71篇 |
2016年 | 57篇 |
2015年 | 38篇 |
2014年 | 47篇 |
2013年 | 452篇 |
2012年 | 47篇 |
2011年 | 47篇 |
2010年 | 45篇 |
2009年 | 46篇 |
2008年 | 63篇 |
2007年 | 43篇 |
2006年 | 53篇 |
2005年 | 39篇 |
2004年 | 40篇 |
2003年 | 35篇 |
2002年 | 44篇 |
2001年 | 55篇 |
2000年 | 36篇 |
1999年 | 40篇 |
1998年 | 22篇 |
1997年 | 22篇 |
1996年 | 25篇 |
1995年 | 25篇 |
1994年 | 31篇 |
1993年 | 29篇 |
1992年 | 40篇 |
1991年 | 32篇 |
1990年 | 21篇 |
1989年 | 29篇 |
1988年 | 23篇 |
1987年 | 24篇 |
1986年 | 32篇 |
1985年 | 23篇 |
1984年 | 20篇 |
1983年 | 18篇 |
1982年 | 23篇 |
1980年 | 12篇 |
1979年 | 26篇 |
1978年 | 15篇 |
1977年 | 18篇 |
1976年 | 15篇 |
1975年 | 11篇 |
1974年 | 13篇 |
1973年 | 12篇 |
1966年 | 11篇 |
排序方式: 共有2092条查询结果,搜索用时 78 毫秒
31.
32.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
33.
34.
Anderson Norton Andrea McCloskey Rick A. Hudson 《Journal of Mathematics Teacher Education》2011,14(4):305-325
In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed
a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a
child solving mathematical tasks. The prospective teachers build a model of that child’s mathematics and then use that model
to predict how the child will respond to a subsequent task. In this paper, we share data concerning the evolution and effectiveness
of the instrument. Results from implementation indicate moderate to high degrees of inter-rater reliability in using the rubric
to assess prospective teachers’ models and predictions. They also indicate strong correlation between participation in the
experimental course and prospective teachers’ performances on the video-based prediction assessments. Such findings suggest
that prediction assessments effectively evaluate the pedagogical content knowledge that we are seeking to foster among the
prospective teachers. 相似文献
35.
OBJECTIVE: This study examined specific aspects of child sexual abuse in relation to symptom severity among hospitalized patients diagnosed with bulimia nervosa. METHOD: Participants were 45 hospitalized bulimic women who reported a history of child sexual abuse. Structured interviews were conducted in order to obtain detailed information regarding specific features of the abusive event(s). Participants also completed instruments that measured depression and eating pathology. RESULTS: There were no significant differences in severity of depression or eating disturbance among women reporting differing abusive experiences including intrafamilial versus extrafamilial abuse, abuse with or without the use of physical force, one versus multiple incidents, early abuse versus abuse occurring after age 14, contact versus noncontact abuse, disclosed versus undisclosed, and combined physical/sexual abuse versus sexual abuse alone. CONCLUSION: The specific characteristics of child sexual abuse are not related to the level of symptomatology for hospitalized bulimic patients. This study suggests that differences in the nature of the abuse may not be as important as the fact that the abuse occurred in the first place. 相似文献
36.
In five conditioned taste aversion experiments with rats, summation, retardation, and preference tests were used to assess the effects of extinguishing a conditioned saccharin aversion for three or nine trials. In Experiment 1, a summation test showed that saccharin aversion extinguished over nine trials reduced the aversion to a merely conditioned flavor (vinegar), whereas three saccharin extinction trials did not subsequently influence the vinegar aversion. Experiment 2 clarified that result, with unpaired controls equated on flavor exposure prior to testing; the results with those controls suggested that the flavor extinguished for nine trials produced generalization decrement during testing. In Experiment 3, the saccharin aversion reconditioned slowly after nine extinction trials, but not after three. Those results suggested the development of latent inhibition after more than three extinction trials. Preference tests comparing saccharin consumption with a concurrently available fluid (water in Experiment 4, saline in Experiment 5) showed that the preference for saccharin was greater after nine extinction trials than after three. However, saccharin preference after nine extinction trials was not greater, as compared with that for either latent inhibition controls (Experiments 4 and 5) or a control given equated exposures to saccharin and trained to drink saline at a high rate prior to testing (Experiment 5). Concerns about whether conditioned inhibition has been demonstrated in any flavor aversion procedure are discussed. Our findings help explain both successes and failures in demonstrating postextinction conditioned response recovery effects reported in the conditioned taste aversion literature, and they can be explained using a memory interference account. 相似文献
37.
Johnston Anderson 《Educational Studies in Mathematics》1989,20(2):165-177
Objective tests, such as multiple-choice and relationship analysis questions, are often used in mathematics to assess certain ranges of skills and abilities. This article examines the performance of men and women students in mathematics at university level and shows that there are significant differences between the sexes. 相似文献
38.
James R. Anderson 《Learning & behavior》1983,11(1):139-143
Two experiments examined the responses of infant stumptail macaques (Macaco arctoides) to mirror-image stimulation (MIS) during short social separations. Overall, infants living in pairs showed agitation when separated from their partners, but were calmer when the partner, an unfamiliar peer, or their own mirror image was visible. MIS elicited more facial expressions than the familiar peer, and more affiliative contact than an unfamiliar peer. In contrast, infants reared in a group were not calmed during separations either by an unfamiliar peer or by MIS, and they exhibited some negative reactions to the mirror. Social responsiveness to MIS varies with the social background of the subjects. 相似文献
39.
40.
Tenaha O’Reilly Dr Gary Feng Dr John Sabatini Dr Zuowei Wang Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. 相似文献