全文获取类型
收费全文 | 5400篇 |
免费 | 55篇 |
国内免费 | 11篇 |
专业分类
教育 | 3993篇 |
科学研究 | 431篇 |
各国文化 | 105篇 |
体育 | 400篇 |
综合类 | 1篇 |
文化理论 | 50篇 |
信息传播 | 486篇 |
出版年
2021年 | 41篇 |
2020年 | 64篇 |
2019年 | 114篇 |
2018年 | 138篇 |
2017年 | 142篇 |
2016年 | 172篇 |
2015年 | 105篇 |
2014年 | 115篇 |
2013年 | 1330篇 |
2012年 | 101篇 |
2011年 | 114篇 |
2010年 | 105篇 |
2009年 | 112篇 |
2008年 | 129篇 |
2007年 | 101篇 |
2006年 | 87篇 |
2005年 | 105篇 |
2004年 | 99篇 |
2003年 | 86篇 |
2002年 | 103篇 |
2001年 | 73篇 |
2000年 | 75篇 |
1999年 | 81篇 |
1998年 | 47篇 |
1997年 | 61篇 |
1996年 | 61篇 |
1995年 | 57篇 |
1994年 | 55篇 |
1993年 | 51篇 |
1992年 | 59篇 |
1991年 | 79篇 |
1990年 | 63篇 |
1989年 | 57篇 |
1988年 | 45篇 |
1987年 | 62篇 |
1986年 | 53篇 |
1985年 | 69篇 |
1984年 | 65篇 |
1983年 | 68篇 |
1982年 | 55篇 |
1981年 | 57篇 |
1980年 | 41篇 |
1979年 | 59篇 |
1978年 | 62篇 |
1977年 | 55篇 |
1976年 | 43篇 |
1975年 | 45篇 |
1974年 | 31篇 |
1973年 | 34篇 |
1971年 | 29篇 |
排序方式: 共有5466条查询结果,搜索用时 15 毫秒
91.
Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward tenure-track positions, but whose current job focus is on teaching. Through transformative learning theory and employing the methodologies of self-study, we sought to understand the experiences of Kevin, the second author and a first-year visiting assistant professor. We draw data from Kevin's reflective journal and discussions between Kevin and his critical friend, Jim. Themes included (a) becoming an academic, (b) a hard-wired disposition toward work, and (c) influence of the VAP on emotional and personal health. Results are discussed through the lens of transformative learning theory and focus on Kevin's growth during his year as a visiting assistant professor. 相似文献
92.
James B. Connelly 《Psychology in the schools》1983,20(3):271-275
This study investigated patterns of Bannatyne's recategorized WISC-R scores of 146 predominantly Tlingit Indian children who were referred for psychoeducational testing. The students were divided into two groups, ages 6 through 10 and 11 through 16, in order to investigate patterns that occurred at each level and to investigate the proportions that exhibited a typically “Indian” pattern: Spatial > Sequential > Conceptual and Acquired Knowledge. As a group, the older children displayed an Indian pattern, but the younger children displayed a different one: Spatial > Conceptual and Sequential > Acquired Knowledge. Both groups, however, displayed a significantly greater proportion of children with an Indian pattern than would be expected by chance. A considerable number of individuals from both groups attained significant differences among scores in the Indian direction. 相似文献
93.
Ernest A. Collabolletta Allen J. Fossbender Thomas Edward Bratter 《Psychology in the schools》1983,20(4):450-455
Before choosing to become involved with students who currently are abusing psychoactive substances, teachers must consider not only the potential consequences and payoffs to them professionally, but also what specifically they can do to help adolescents. This article presents some of the philosophical problems, and suggests potential solutions of how to relate to students who engage in potentially self-destructive, drug-related behavior. There is a need for teachers to become quasi-counselors and consultants, since they are the first line of defense against substance use and abuse. 相似文献
94.
A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self-reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade-point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts. 相似文献
95.
Compared intrachild variability of five-year-old children (49 black, 34 white) on the Primary Mental Abilities Test when subjects reached their fifth birthday after completing at least two years of preschool enrichment. Conclusions, although qualified on the basis of limited sample size, revealed wider intrachild variability with minority children. This suggests that abandonment of testing may increase instructional problems and possibly lower the quality of instruction provided minority and poor children. 相似文献
96.
97.
This study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th-grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement area. 相似文献
98.
Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled and nonlearning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD students. Judges were extremely inaccurate in their classifications and in little agreement with each other. Also, it appeared that different judges emphasized different factors when making their decisions. The results suggest that, given current definitions of the condition called “learning disabilities,” there is considerable doubt that school personnel can accurately and reliably identify such students. 相似文献
99.
100.
Dynamical analysis of winter terrain park jumps 总被引:1,自引:1,他引:0
Jump features in winter terrain parks frequently pose a hazard to patrons and may represent a significant liability risk to
winter resorts. By performing a simple dynamic analysis of terrain park jumps, the relative risk to impact injuries for any
proposed jump design can be quantified thereby allowing terrain park designers to minimize the risk from this class of injury. 相似文献