全文获取类型
收费全文 | 16539篇 |
免费 | 243篇 |
国内免费 | 54篇 |
专业分类
教育 | 12225篇 |
科学研究 | 1158篇 |
各国文化 | 170篇 |
体育 | 1191篇 |
综合类 | 44篇 |
文化理论 | 78篇 |
信息传播 | 1970篇 |
出版年
2021年 | 180篇 |
2020年 | 228篇 |
2019年 | 348篇 |
2018年 | 494篇 |
2017年 | 527篇 |
2016年 | 487篇 |
2015年 | 318篇 |
2014年 | 449篇 |
2013年 | 3318篇 |
2012年 | 441篇 |
2011年 | 455篇 |
2010年 | 402篇 |
2009年 | 391篇 |
2008年 | 408篇 |
2007年 | 382篇 |
2006年 | 406篇 |
2005年 | 356篇 |
2004年 | 247篇 |
2003年 | 242篇 |
2002年 | 222篇 |
2001年 | 363篇 |
2000年 | 283篇 |
1999年 | 246篇 |
1998年 | 156篇 |
1997年 | 153篇 |
1996年 | 166篇 |
1995年 | 140篇 |
1994年 | 150篇 |
1993年 | 134篇 |
1992年 | 211篇 |
1991年 | 206篇 |
1990年 | 234篇 |
1989年 | 213篇 |
1988年 | 173篇 |
1987年 | 181篇 |
1986年 | 186篇 |
1985年 | 174篇 |
1984年 | 179篇 |
1983年 | 167篇 |
1982年 | 134篇 |
1981年 | 136篇 |
1980年 | 132篇 |
1979年 | 190篇 |
1978年 | 160篇 |
1977年 | 112篇 |
1976年 | 119篇 |
1975年 | 111篇 |
1974年 | 99篇 |
1973年 | 104篇 |
1971年 | 116篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
161.
162.
163.
164.
This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm. 相似文献
165.
166.
167.
Mario F. Letelier José A. Herrera Andrea M. Canales Rosario Carrasco Lorena L. López 《European Journal of Engineering Education》2003,28(3):275-286
Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work. 相似文献
168.
169.
Michael L. Arter Lacey N. Wallace Thomas L. Shaffer 《Journal of Criminal Justice Education》2016,27(1):140-156
Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning. 相似文献
170.