全文获取类型
收费全文 | 3037篇 |
免费 | 47篇 |
国内免费 | 2篇 |
专业分类
教育 | 2279篇 |
科学研究 | 145篇 |
各国文化 | 50篇 |
体育 | 251篇 |
文化理论 | 36篇 |
信息传播 | 325篇 |
出版年
2022年 | 21篇 |
2021年 | 25篇 |
2020年 | 43篇 |
2019年 | 84篇 |
2018年 | 90篇 |
2017年 | 99篇 |
2016年 | 90篇 |
2015年 | 53篇 |
2014年 | 91篇 |
2013年 | 763篇 |
2012年 | 67篇 |
2011年 | 67篇 |
2010年 | 60篇 |
2009年 | 62篇 |
2008年 | 77篇 |
2007年 | 68篇 |
2006年 | 54篇 |
2005年 | 56篇 |
2004年 | 53篇 |
2003年 | 65篇 |
2002年 | 50篇 |
2001年 | 58篇 |
2000年 | 62篇 |
1999年 | 43篇 |
1998年 | 30篇 |
1997年 | 23篇 |
1996年 | 26篇 |
1995年 | 26篇 |
1994年 | 27篇 |
1993年 | 38篇 |
1992年 | 40篇 |
1991年 | 38篇 |
1990年 | 35篇 |
1989年 | 34篇 |
1988年 | 31篇 |
1987年 | 30篇 |
1986年 | 23篇 |
1985年 | 36篇 |
1984年 | 29篇 |
1983年 | 20篇 |
1982年 | 38篇 |
1981年 | 34篇 |
1980年 | 24篇 |
1979年 | 28篇 |
1978年 | 34篇 |
1977年 | 18篇 |
1976年 | 21篇 |
1975年 | 13篇 |
1974年 | 14篇 |
1968年 | 13篇 |
排序方式: 共有3086条查询结果,搜索用时 0 毫秒
101.
102.
103.
Traditional approaches to formative evaluation include one-to-one trials which provide some information about revisions that are needed in instructional materials, but typically fail to provide sufficient information about the learner's cognitive processing problems while studying the materials. Read-think-aloud methods are a viable alternative to traditional one-to-ones and provide valuable information about the learner's cognitive processing while reading instructional text. In this paper we describe the read-think-aloud method of formative evaluation and offer suggestions for its use. 相似文献
104.
Howard Carvajal Kathleen Hardy Kathy L. Smith Kenneth A. Weaver 《Psychology in the schools》1988,25(2):129-131
A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01). 相似文献
105.
This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented. 相似文献
106.
This study examined the utility of the MAT-SF and the DAP: A Quantitative Scoring System as screening instruments for mental retardation. In this study, 46 normals and 39 developmentally handicapped (DH) 4th- and 5th-grade students were group administered both screening tests and individually administered an achievement test, the KTEA. The results found the MAT-SF to correlate significantly with all areas of achievement for both groups, whereas the DAP did not correlate significantly with any areas of achievement for the normal group but correlated significantly with math, but not reading, for the developmentally handicapped students. The results support the use of the MAT-SF as a screening instrument for mental retardation, whereas the usefulness of the DAP is not as clear. 相似文献
107.
James A. H. Smith Alexander D. McKerrow Tertius A. Kohn 《Journal of sports sciences》2017,35(16):1592-1597
Exercise testing on motorised treadmills provides valuable information about running performance and metabolism; however, the impact of treadmill type on these tests has not been investigated. This study compared the energy demand of running on two laboratory treadmills: an HP Cosmos (C) and a Quinton (Q) model, with the latter having a 4.5 times stiffer running platform. Twelve experienced runners ran identical bouts on these treadmills at a range of four submaximal velocities (reported data is for the velocity that approximated 75–81% VO2max). The stiffer treadmill elicited higher oxygen consumption (C: 46.7 ± 3.8; Q: 50.1 ± 4.3 ml·kg?1 · min?1), energy expenditure (C: 16.0 ± 2.5; Q: 17.7 ± 2.9 kcal · min?1), carbohydrate oxidation (C: 9.6 ± 3.1; Q: 13.0 ± 3.9 kcal · min?1), heart rate (C: 155 ± 16; Q: 163 ± 16 beats · min?1) and rating of perceived exertion (C: 13.8 ± 1.2; Q: 14.7 ± 1.2), but lower fat oxidation (C: 6.4 ± 2.3; Q: 4.6 ± 2.5 kcal · min?1) (all analysis of variance treadmill comparisons P < 0.01). This study confirms that caution is required when comparing performance and metabolic results between different treadmills and suggests that treadmills will vary in their comparability to over-ground running depending on the running platform stiffness. 相似文献
108.
109.
The present paper describes the past, current, and suggested future practices in the delivery of school psychological services at the high school level. Because high schools differ from elementary and middle schools (i.e., organizational structure, student characteristics and needs, etc.), school psychologists need to use different approaches in the delivery of services at the secondary level. It is proposed that school psychologists must become integrated into the total social system of the high school to be most effective. Methods for accomplishing this objective, including collaboration with other school personnel and utilization of community resources, are discussed. 相似文献
110.