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231.
232.
The study proposed and tested 2 hypotheses to account for the claim by Appel, Cooper, Knight, McCarrell, Yussen, and Flavell (1972) that "memorizing and perceiving are functionally undifferentiated for the young child" by presenting preschool, second-, and fifth-grade children a "memory" and a "look" problem under several treatments in which semantic category cues were present. Surprisingly, preschoolers showed functional differentiation even in the absence of semantic cues--a finding interpreted as evidence for a functional differentiation in the young child's deployment of attention. Second and fifth graders also exhibited functional differentiation in the absence of semantic cues, and there were age changes in the facilitating effects of input and retrieval cues on children's memory. 相似文献
233.
The learning cycle is a method of teaching—it is also a curriculum organization principle and is derived directly from the mental functioning model invented by Piaget. Although Jean Piaget contributed to the formation of the learning cycle (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study (SCIS). It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle. The learning cycle is built upon the premise that three distinct phases are necessary in developing understanding of a concept, that those phases have a definite sequence, and each phase has a definite structure or form. The research done in testing the form variable has already been reported in this journal (Renner, Abraham, & Birnie, 1985). This report explores whether or not each learning-cycle phase is necessary in learning a concept. 相似文献
234.
235.
An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed. 相似文献
236.
Within the professional community, a vast number of sexual abuse treatment programs have emerged to meet the needs of victims and their families. Significant variations among these programs can be observed due to differences in philosophy, system context, client focus, problem definition, and the treatment strategy adopted. Unfortunately, little comparative information is available regarding the operation of different programs and, more importantly, their relative treatment effectiveness. This article presents the findings from a nationwide survey of 553 sexual abuse treatment programs. The survey focused on program context, client, and service characteristics. Overall it was found that most programs are affiliated with a larger public or private agency, focus on treating victims, and rely on a combination of individual, family, dyad, and group therapy approaches. 相似文献
237.
Rats were trained to leverpress for food and subsequently exposed to either arithmetic series or random variable-interval reinforcement schedules. Adjunctive drinking developed in all subjects exposed to arithmetic variable-interval reinforcement, but did not develop in six of the eight animals trained on the random schedule. The results suggest that adjunctive drinking is the result of an interaction between the tendency of rats to drink after eating and the ability of locally low probabilities of reinforcement within schedules to induce conditioned behavioral states. 相似文献
238.
Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to
a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the
effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the
components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well
as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens
than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted
of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the
components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained
rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those
in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results
support the conclusion that contingent token loss serves as an effective punisher with pigeons. 相似文献
239.
R. ELLIOTT INGERSOLL 《Counselor Education & Supervision》2000,40(1):58-69
The use of medication to treat various psychological disorders has expanded greatly over the last decade. Therefore, counselors need more sophisticated knowledge about psychopharmacology to work effectively in school and community settings. This article describes the curriculum, structure, resources, and teaching methods for effective instruction in psychopharmacology for counselors. 相似文献
240.
Assessment as a tool for learning 总被引:6,自引:0,他引:6