全文获取类型
收费全文 | 3252篇 |
免费 | 67篇 |
国内免费 | 16篇 |
专业分类
教育 | 2422篇 |
科学研究 | 258篇 |
各国文化 | 41篇 |
体育 | 282篇 |
综合类 | 28篇 |
文化理论 | 38篇 |
信息传播 | 266篇 |
出版年
2023年 | 19篇 |
2022年 | 50篇 |
2021年 | 53篇 |
2020年 | 88篇 |
2019年 | 145篇 |
2018年 | 191篇 |
2017年 | 175篇 |
2016年 | 159篇 |
2015年 | 106篇 |
2014年 | 139篇 |
2013年 | 480篇 |
2012年 | 138篇 |
2011年 | 104篇 |
2010年 | 115篇 |
2009年 | 76篇 |
2008年 | 97篇 |
2007年 | 100篇 |
2006年 | 77篇 |
2005年 | 77篇 |
2004年 | 81篇 |
2003年 | 115篇 |
2002年 | 154篇 |
2001年 | 127篇 |
2000年 | 91篇 |
1999年 | 37篇 |
1998年 | 28篇 |
1997年 | 25篇 |
1996年 | 25篇 |
1995年 | 21篇 |
1994年 | 20篇 |
1993年 | 22篇 |
1992年 | 13篇 |
1991年 | 20篇 |
1990年 | 19篇 |
1989年 | 12篇 |
1988年 | 13篇 |
1987年 | 11篇 |
1986年 | 10篇 |
1985年 | 11篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1982年 | 8篇 |
1981年 | 4篇 |
1980年 | 9篇 |
1978年 | 8篇 |
1974年 | 4篇 |
1973年 | 6篇 |
1967年 | 5篇 |
1887年 | 3篇 |
1865年 | 4篇 |
排序方式: 共有3335条查询结果,搜索用时 0 毫秒
51.
Maria J. Grant PhD 《Health information and libraries journal》2023,40(1):1-2
The rigours of the past few years have demonstrated the importance of good health literacy levels with the imperative of being able to obtain and interpret information to maintain and improve one's health never more apparent. With this in mind, this issue is focused on consumer health information, the gender and population group differences that exist in information seeking behaviour, the challenges of understanding medical explanations and terminology, and existing criteria to assess and ultimately produce better consumer health information. 相似文献
52.
Maria Vlachou Eleni Andreou Kafenia Botsoglou Eleni Didaskalou 《Educational Psychology Review》2011,23(3):329-358
Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term
effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context
where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently,
preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers
can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the
nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool
bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school
context, methodological issues, and prevention policies are reviewed while directions for future research are addressed. 相似文献
53.
54.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
55.
冷轧纯铝板在不同温度退火后的织构 总被引:1,自引:0,他引:1
通过对单向冷轧的纯铝板在140℃,200℃,300℃,380℃退火,用X射线衍射物相分析,研究冷轧纯铝板在退火前和各温度退火后的织构,结果表明,在140-300℃的中低温退火后,板中的形变强织构被削弱,产生新的退火织构;在380℃的高温退火后,板中的形变强织构被进一步增强。 相似文献
56.
We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development. 相似文献
57.
58.
Students’ Views Regarding their Participation in University Governance: Implications for Distributed Leadership in Higher Education 总被引:1,自引:0,他引:1
The paper examines the views of students regarding the extent of their participation in the management of their university and their satisfaction with the degree of this participation. After an examination of the literature on student participation in university governance, the author presents the results of a survey based on data collected from 135 students of the University of Cyprus in 2002. According to the findings, respondents believed that their involvement in the management of their institution was very limited. This applied to both high and low levels of decision making, even though respondents recognised that their input was greater in less important decisions. The perceived limited involvement resulted in feelings of frustration and dissatisfaction among students, with the majority of respondents demanding a higher level of participation for all three decision making situations considered in the study. The paper discusses the implications of the findings for the practice of distributed leadership at contemporary universities, with emphasis on the need to abandon outdated leadership models. Specifically, it proposes measures for increasing student participation in university governance in the framework of a distributed leadership approach designed to empower the key stakeholders of higher education. 相似文献
59.
Maria Gouveia-Pereira Jorge Vala Augusto Palmonari Monica Rubini 《European Journal of Psychology of Education - EJPE》2003,18(3):309-325
This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”. 相似文献
60.
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined. 相似文献