全文获取类型
收费全文 | 6181篇 |
免费 | 418篇 |
国内免费 | 2篇 |
专业分类
教育 | 5295篇 |
科学研究 | 186篇 |
各国文化 | 136篇 |
体育 | 320篇 |
文化理论 | 40篇 |
信息传播 | 624篇 |
出版年
2022年 | 28篇 |
2021年 | 69篇 |
2020年 | 101篇 |
2019年 | 213篇 |
2018年 | 230篇 |
2017年 | 276篇 |
2016年 | 198篇 |
2015年 | 223篇 |
2014年 | 271篇 |
2013年 | 1737篇 |
2012年 | 207篇 |
2011年 | 229篇 |
2010年 | 219篇 |
2009年 | 195篇 |
2008年 | 232篇 |
2007年 | 168篇 |
2006年 | 144篇 |
2005年 | 145篇 |
2004年 | 131篇 |
2003年 | 100篇 |
2002年 | 88篇 |
2001年 | 82篇 |
2000年 | 106篇 |
1999年 | 81篇 |
1998年 | 51篇 |
1997年 | 43篇 |
1996年 | 68篇 |
1995年 | 60篇 |
1994年 | 43篇 |
1993年 | 61篇 |
1992年 | 67篇 |
1991年 | 53篇 |
1990年 | 64篇 |
1989年 | 38篇 |
1988年 | 43篇 |
1987年 | 43篇 |
1986年 | 31篇 |
1985年 | 44篇 |
1984年 | 31篇 |
1983年 | 29篇 |
1982年 | 32篇 |
1981年 | 32篇 |
1980年 | 22篇 |
1979年 | 28篇 |
1978年 | 29篇 |
1977年 | 20篇 |
1976年 | 22篇 |
1975年 | 12篇 |
1974年 | 11篇 |
1972年 | 11篇 |
排序方式: 共有6601条查询结果,搜索用时 0 毫秒
81.
82.
Given contemporary ethical concerns, the authors conducted a national survey of 216 college counselors’ perceptions of integrating religious and spiritual issues in multicultural counseling and counselor education. Using cluster analysis, the authors identified 4 patterns of commitments to multiculturalism and religiosity. Respondents demonstrated ethical bracketing in that they considered religious and spiritual issues favorably within the framework of multicultural counseling, irrespective of their commitments to those topics. Counselors can openly address spiritual and religious diversity. 相似文献
83.
Aaron L. Wallis David P. Gretz Jeffrey A. Rings Kiersten M. Eberle 《Journal of College Counseling》2019,22(2):125-137
This article examines the relationship between marijuana use and anxiety symptoms among college students, with a secondary focus on marijuana use and grade point average (GPA). A secondary analysis was conducted on data obtained from the American College Health Association–National College Health Assessment. Results indicated that marijuana use was negatively associated with GPA among students with current anxiety and no formal treatment. The relationships between these variables may be more complex than previously thought. 相似文献
84.
Rebecca J. M. Gotlieb Courtney Pollack Jessica W. Younger Elizabeth Y. Toomarian Genevive Allaire‐Duquette Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132
An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally. 相似文献
85.
Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries. 相似文献
86.
Paul H. Smith 《Cambridge Journal of Education》2019,49(2):163-179
Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion. 相似文献
87.
Research in Higher Education - In this article, a large data set containing every course taken by every undergraduate student in a major university in Canada over 10 years is analysed. Modern... 相似文献
88.
89.
90.
Jeffrey D. Hoffman Raymond E. Webster Larry M. Bolen Cathy W. Hall 《Psychology in the schools》1996,33(3):239-244
Memory tests, such as the Learning Efficiency Test-II (LET-II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real-life achievement criteria. This study investigates the predictive and concurrent validities of the LET-II for performance on the Kuhlmann-Anderson Tests (K-A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET-II memory factor scores correlated significantly with the K-A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm-referenced psychological tests, and in particular memory tests, in real-life settings is examined. © 1996 John Wiley & Sons, Inc. 相似文献