全文获取类型
收费全文 | 15381篇 |
免费 | 210篇 |
国内免费 | 7篇 |
专业分类
教育 | 11211篇 |
科学研究 | 1315篇 |
各国文化 | 91篇 |
体育 | 1260篇 |
综合类 | 7篇 |
文化理论 | 94篇 |
信息传播 | 1620篇 |
出版年
2021年 | 115篇 |
2020年 | 185篇 |
2019年 | 316篇 |
2018年 | 415篇 |
2017年 | 425篇 |
2016年 | 372篇 |
2015年 | 236篇 |
2014年 | 323篇 |
2013年 | 2891篇 |
2012年 | 328篇 |
2011年 | 390篇 |
2010年 | 242篇 |
2009年 | 246篇 |
2008年 | 351篇 |
2007年 | 256篇 |
2006年 | 337篇 |
2005年 | 216篇 |
2004年 | 212篇 |
2003年 | 201篇 |
2002年 | 234篇 |
2001年 | 337篇 |
2000年 | 314篇 |
1999年 | 277篇 |
1998年 | 140篇 |
1997年 | 173篇 |
1996年 | 179篇 |
1995年 | 180篇 |
1994年 | 158篇 |
1993年 | 174篇 |
1992年 | 247篇 |
1991年 | 221篇 |
1990年 | 217篇 |
1989年 | 258篇 |
1988年 | 256篇 |
1987年 | 214篇 |
1986年 | 212篇 |
1985年 | 228篇 |
1984年 | 204篇 |
1983年 | 241篇 |
1982年 | 176篇 |
1981年 | 170篇 |
1980年 | 164篇 |
1979年 | 242篇 |
1978年 | 188篇 |
1977年 | 172篇 |
1976年 | 150篇 |
1975年 | 131篇 |
1974年 | 125篇 |
1973年 | 129篇 |
1971年 | 114篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
191.
Mild head injury as a source of developmental disabilities. 总被引:1,自引:0,他引:1
The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics. 相似文献
192.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
193.
194.
There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose. 相似文献
195.
OBJECTIVE: This study had two aims: First to examine psychosocial correlates of child maltreatment risk, and second to assess the validity of the CAP Inventory (Milner, 1986) with multiply disadvantaged teenage mothers. METHOD: Participants were 75 adolescent mothers who were wards of the Illinois child protection system. Mothers (aged 14-18) and infants participated in home-based psychosocial assessment of personal and parenting functioning. Group comparisons examined differences for mothers with elevated versus normal versus invalid CAP scores due to faking good. RESULTS: Findings indicated that abuse risk groups differed on emotional distress, social support satisfaction, reading achievement, and years of education, but not on parenting beliefs or quality of child stimulation. Differences favored the normal over the elevated risk group in all significant comparisons, whereas mothers with elevated faking good differed from normals only in lower reading achievement. Multiple regression analysis highlighted emotional distress, support dissatisfaction, and low achievement as significant predictors of greater abuse risk. CONCLUSIONS: Despite sharing multiple disadvantages, adolescent wards are a heterogeneous group who show different levels of psychosocial functioning corresponding to levels of child maltreatment risk. The findings provide support for the concurrent validity and clinical applicability of the CAP Inventory with disadvantaged teenage mothers. 相似文献
196.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
197.
198.
199.
魏晋南北朝时期的志怪小说在佛教的影响下形成了一系列新的故事类型。《搜神记》中的"动物报恩"故事直接来源于佛经"动物报恩"故事,又接受了本民族文化的合理改造。它的产生受到佛教观念、本土朴素道德标准和传统财富、爵位观念的共同影响。 相似文献
200.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献