全文获取类型
收费全文 | 4625篇 |
免费 | 42篇 |
国内免费 | 1篇 |
专业分类
教育 | 3234篇 |
科学研究 | 686篇 |
各国文化 | 39篇 |
体育 | 168篇 |
综合类 | 11篇 |
文化理论 | 76篇 |
信息传播 | 454篇 |
出版年
2024年 | 2篇 |
2023年 | 16篇 |
2022年 | 18篇 |
2021年 | 57篇 |
2020年 | 58篇 |
2019年 | 92篇 |
2018年 | 167篇 |
2017年 | 220篇 |
2016年 | 273篇 |
2015年 | 194篇 |
2014年 | 154篇 |
2013年 | 416篇 |
2012年 | 227篇 |
2011年 | 256篇 |
2010年 | 142篇 |
2009年 | 98篇 |
2008年 | 114篇 |
2007年 | 106篇 |
2006年 | 101篇 |
2005年 | 703篇 |
2004年 | 500篇 |
2003年 | 329篇 |
2002年 | 157篇 |
2001年 | 78篇 |
2000年 | 44篇 |
1999年 | 39篇 |
1998年 | 14篇 |
1997年 | 10篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 7篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1987年 | 7篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有4668条查询结果,搜索用时 31 毫秒
71.
72.
73.
Dongil Kim Eunyoung Koh Sora Jeong Kijyung Lee Boongnyun Kim Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders,
and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more
difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent
results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp
the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following
research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined
the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we
investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention
problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally,
we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity
on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of
ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary
to conduct multidisciplinary research and international comparison research. 相似文献
74.
Formal models for service composition have been proposed with the variation of the requirements of service developers. Some
famous models have provided checking and verification techniques and tools for the behavior of service composition. These
models generally focus much on the message flow of web services and neglecting the data contained in the exchanged messages
among services, which restrict the application range of these models and also the web service techniques. As new kind of services
with different protocols and communication methods have appeared, it is needed to model service composition from a new view
which is adapted to the new development in service area. In this paper we offer a function oriented model of service composition
which treats the composite service as a software system and specify the function of services which can be directly used to
the realization by service providers. 相似文献
75.
The author articulates key stressors in the lives of families who are homeless. These stresses often combine with barriers such as lack of job opportunities and/or insensitive professionals. Strategies for helping homeless families overcome these barriers and related issues are presented. 相似文献
76.
Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
77.
Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables. 相似文献
78.
In five conditioned taste aversion experiments with rats, summation, retardation, and preference tests were used to assess the effects of extinguishing a conditioned saccharin aversion for three or nine trials. In Experiment 1, a summation test showed that saccharin aversion extinguished over nine trials reduced the aversion to a merely conditioned flavor (vinegar), whereas three saccharin extinction trials did not subsequently influence the vinegar aversion. Experiment 2 clarified that result, with unpaired controls equated on flavor exposure prior to testing; the results with those controls suggested that the flavor extinguished for nine trials produced generalization decrement during testing. In Experiment 3, the saccharin aversion reconditioned slowly after nine extinction trials, but not after three. Those results suggested the development of latent inhibition after more than three extinction trials. Preference tests comparing saccharin consumption with a concurrently available fluid (water in Experiment 4, saline in Experiment 5) showed that the preference for saccharin was greater after nine extinction trials than after three. However, saccharin preference after nine extinction trials was not greater, as compared with that for either latent inhibition controls (Experiments 4 and 5) or a control given equated exposures to saccharin and trained to drink saline at a high rate prior to testing (Experiment 5). Concerns about whether conditioned inhibition has been demonstrated in any flavor aversion procedure are discussed. Our findings help explain both successes and failures in demonstrating postextinction conditioned response recovery effects reported in the conditioned taste aversion literature, and they can be explained using a memory interference account. 相似文献
79.
80.
师生冲突的概念界定与分类探究——基于刘易斯·科塞的冲突分类理论 总被引:15,自引:0,他引:15
论文通过借鉴和辨析社会学理论中的冲突概念,对师生冲突概念作出界定。根据美国当代社会学家刘易斯·科塞的冲突分类理论,对学校师生冲突进行分类研究。在此基础上提出了三个观点:学校师生冲突的多数属于非现实性冲突;师生结构由紧密走向松散是师生冲突增多的重要原因;师生冲突具有一定的正面功能。 相似文献