全文获取类型
收费全文 | 4035篇 |
免费 | 92篇 |
国内免费 | 2篇 |
专业分类
教育 | 3298篇 |
科学研究 | 100篇 |
各国文化 | 65篇 |
体育 | 148篇 |
综合类 | 1篇 |
文化理论 | 18篇 |
信息传播 | 499篇 |
出版年
2022年 | 15篇 |
2021年 | 37篇 |
2020年 | 57篇 |
2019年 | 106篇 |
2018年 | 134篇 |
2017年 | 160篇 |
2016年 | 118篇 |
2015年 | 96篇 |
2014年 | 110篇 |
2013年 | 1043篇 |
2012年 | 99篇 |
2011年 | 119篇 |
2010年 | 108篇 |
2009年 | 109篇 |
2008年 | 118篇 |
2007年 | 110篇 |
2006年 | 91篇 |
2005年 | 95篇 |
2004年 | 98篇 |
2003年 | 76篇 |
2002年 | 79篇 |
2001年 | 68篇 |
2000年 | 63篇 |
1999年 | 49篇 |
1998年 | 42篇 |
1997年 | 68篇 |
1996年 | 46篇 |
1995年 | 50篇 |
1994年 | 49篇 |
1993年 | 49篇 |
1992年 | 39篇 |
1991年 | 42篇 |
1990年 | 36篇 |
1989年 | 33篇 |
1988年 | 29篇 |
1987年 | 17篇 |
1986年 | 34篇 |
1985年 | 32篇 |
1984年 | 41篇 |
1983年 | 32篇 |
1982年 | 30篇 |
1981年 | 25篇 |
1980年 | 34篇 |
1979年 | 28篇 |
1978年 | 29篇 |
1977年 | 28篇 |
1976年 | 24篇 |
1975年 | 16篇 |
1974年 | 21篇 |
1973年 | 15篇 |
排序方式: 共有4129条查询结果,搜索用时 15 毫秒
121.
122.
The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context. 相似文献
123.
124.
125.
Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement. 相似文献
126.
The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing. 相似文献
127.
The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores. 相似文献
128.
129.
130.