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891.
Trajectories of Infants’ Biobehavioral Development: Timing and Rate of A‐Not‐B Performance Gains and EEG Maturation
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Leigha A. MacNeill Nilam Ram Martha Ann Bell Nathan A. Fox Koraly Pérez‐Edgar 《Child development》2018,89(3):711-724
This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power. 相似文献
892.
As a first step of a project on learning difficulties in elementary set theory, we carried out a study aimed at identifying
some of the difficulties encountered by a group of 21 mathematics majors taking a course on logic and set theory. In this
paper, we shall discuss one of the difficulties that we observed, namely a difficulty in conceiving a set as an object distinct
from its elements, i.e. failing to fully grant sets the status of objects. This difficulty may be related to the following
three types of errors that we observed in the students' first assignment: (1) confusing belonging and inclusion, (2) confusing
the union of sets A, B, C, ... with the set whose elements are A, B, C, … and (3) adding or deleting curly brackets. We shall present excerpts from the students' work illustrating these three
types of errors and explain how they may be related to a difficulty in conceiving a set as an object distinct from its elements. 相似文献
893.
Régis Machart 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):103-122
The large range of jobs that Malaysian undergraduates of foreign languages are often employed in after completion of their studies (education, tourism, banking, business, management, etc.) is not necessarily related to their major field of study. This situation often makes it difficult for lecturers to develop a comprehensive professional training for their benefit. In the early 2010s, unemployment rates of Malaysian undergraduates were increasing, although the job market was quite flexible. In order to improve students’ employability, Malaysian universities decided to restructure their curricula. Industrial training, or Latihan Industri (LI), became a new mandatory requirement for all future undergraduates of the new programmes from 2011. LI aims to match students’ academic training with the needs of the private sector. However, most companies were not prepared to accept the first influx of trainees from all types of programmes (sciences, social sciences or the humanities) in 2014. Consequently, many students could not find an appropriate LI position in the field they were studying, and were placed in positions for which they were poorly prepared. At the end of their LI, students had to submit a logbook of their activities as well as provide a final report in which they were asked to evaluate their experiences. A content analysis of these reports from four foreign language students who did their LI in different sectors (finance, education, industry and retail) provides interesting insights into the different skills required by Malaysian employers, irrespective of their sector of activity. The analysis of the reports raises the question of the adequacy of the academic training of foreign language students for the Malaysian job market, and the transferability of their acquired language skills to their new work environment. 相似文献
894.
Roman Kaspar Ottmar Döring Eveline Wittmann Johannes Hartig Ulrike Weyland Annette Nauerth Michaela Möllers Simone Rechenbach Julia Simon Iberé Worofka 《Vocations and Learning》2016,9(2):185-206
Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program. 相似文献
895.
Two experiments were carried out to study vertical jumping avoidance learning in rats. In particular, we examined the effects of the duration of a feedback stimulus and of the interval between the end of the feedback stimulus and the start of the next trial on acquisition and extinction of avoidance. In Experiment 1, the duration of feedback was manipulated while intertriai interval (feedback plus no-feedback) was held constant. Animals with feedback lasting more than 1 sec needed fewer trials to reach the acquisition criteria than did animals with no feedback or with 1-sec feedback. No differences were observed in extinction. In Experiment 2, the durations of both feedback and no-feedback were manipulated. Animals without feedback needed more trials to reach the acquisition criterion than did animals with feedback, but the performance of the feedback animals did not differ as a function of feedback duration, no-feedback duration, or total intertrial interval. Again, no differences were observed in extinction. These results indicate that the presentation of feedback improves the acquisition of vertical jumping avoidance, but that this effect is independent of the temporal characteristics of feedback. 相似文献
896.
Bigras Nathalie Lemay Lise Lehrer Joanne Charron Annie Duval Stéphanie Robert-Mazaye Christelle Laurin et Isabelle 《Early Childhood Education Journal》2021,49(5):775-787
Early Childhood Education Journal - This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed... 相似文献
897.
Uwamahoro Jean Ndihokubwayo Kizito Ralph Michael Ndayambaje Irénée 《Journal of Science Education and Technology》2021,30(5):706-718
Journal of Science Education and Technology - In this study, we used a research tool for measuring students’ conceptual understanding in optics, the Geometrical Optics Conceptual... 相似文献
898.
Otero-Mayer Andrea González-Benito Ana Gutiérrez-de-Rozas Belén Vélaz-de-Medrano Consuelo 《Early Childhood Education Journal》2021,49(5):977-985
Early Childhood Education Journal - Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most... 相似文献
899.
Strello Andrés Strietholt Rolf Steinmann Isa Siepmann Charlotte 《Educational Assessment, Evaluation and Accountability》2021,33(1):139-167
Educational Assessment, Evaluation and Accountability - Research to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A... 相似文献
900.
Paulo Cardoso José Ferreira Marques 《International Journal for Educational and Vocational Guidance》2008,8(1):49-61
Differences of gender and ethnicity were examined in terms of the perception of barriers to career development. The Perception of Career Barriers Inventory (IPBC) was administered to a sample of 457 ninth grade students in Portuguese state schools. Gender differences were found, with girls generally scoring higher and in particular on some specific scales. African ethnic participants score higher than Portuguese participants across all the IPBC scales. These findings are more obvious with African participants born in Africa than with those born in Portugal. Implications for future research and practice are discussed. 相似文献