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991.
Hypes occur in every domain of human behavior, including scientific research. We show in this contribution that journals and authors who studied the h-index benefited in terms of short-term citations. As, moreover, the introduction of the h-index is more a ‘clever find’ than a first rate intellectual achievement, its rise can be compared to a stock market bubble. 相似文献
992.
Albarracín Lluís Ferrando Irene Gorgorió Núria 《International Journal of Science and Mathematics Education》2021,19(6):1209-1227
International Journal of Science and Mathematics Education - This paper presents a qualitative study developed with a group of 16-year-old students who were asked to estimate large numbers of... 相似文献
993.
994.
Adrienne O. Wente Katherine Kimura Caren M. Walker Nirajana Banerjee María Fernández Flecha Bridget MacDonald Christopher Lucas Alison Gopnik 《Child development》2019,90(3):859-875
Extensive research has explored the ability of young children to learn about the causal structure of the world from patterns of evidence. These studies, however, have been conducted with middle-class samples from North America and Europe. In the present study, low-income Peruvian 4- and 5-year-olds and adults, low-income U.S. 4- and 5-year-olds in Head Start programs, and middle-class children from the United States participated in a causal learning task (N = 435). Consistent with previous studies, children learned both specific causal relations and more abstract causal principles across culture and socioeconomic status (SES). The Peruvian children and adults generally performed like middle-class U.S. children and adults, but the low-SES U.S. children showed some differences. 相似文献
995.
During the last decade, the debate over higher education took up a significant space on the agendas of various international agencies, including multilateral development banks and other intergovernmental agencies. This fact points to the importance of the subject within a broader discussion that refers to national development projects and their articulation within the new international economic and political order. In this context, the purpose of this article is to discern the principal lines of argument at work and their implications for the transformation of higher education in Latin America. To this end, we have chosen four cases that we consider relevant for the region: The United Nations Education, Science and Cultural Organization (UNESCO), the World Bank, the Economic Commission for Latin America and the Caribbean (ECLA) and the Interamerican Development Bank (IADB). In the first part of the text we characterize the particularities of each of these organizations, highlighting their relation with the processes of educational change. In the second, we approach the subject of the recommendations made by the multilateral agencies on change in the higher education systems in the world and, particularly, in the Latin American region. 相似文献
996.
Luís Filipe Barbeiro Cláudia João Susana Santos 《International Journal of Lifelong Education》2013,32(3):309-329
In the past few years there has been an increase in the number of adult students in higher education courses, many of whom have returned to school after a break. Most of these students do not intend to continue their studies from the point where they stopped; rather, they want to prepare for specific tests in order to have direct access to higher education courses, which in Portugal is a legal option for students over the age of 23. In response to this new cohort, higher education institutions need to find out what kind of students these are, determining their characteristics, capabilities and major problems, if they are to provide them with successful learning opportunities alongside younger students. This article presents a comparative study of lexical competence, focusing on lexical availability, contrasting those adult applicants to higher education who are attending a course preparatory to higher education with first-year students who have just entered higher education. The results show significant differences between the two groups, the adult group in general showing poorer results. Their withdrawal from schooling is clearly reflected in their vocabulary activation with regard to transversal themes. The most salient contrasts are related to the number of words mentioned and the frequency of words in the group, as well as the greater or lesser proximity to the topic of the terms mentioned. 相似文献
997.
In this article, we situate the processes of educational policy and reform into their larger socio-political context. We describe the ways in which a set of policies has had what seem to be extensive and long lasting effects because the policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. We describe and analyse the policies of the ‘Popular Administration’ in Porto Alegre, Brazil. We specifically focus on the ‘Citizen School’ and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state and education. This set of policies and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical democracy. The reforms being built in Porto Alegre are still in formation, but we argue that they have crucial implications for how we might think about the politics of education policy and its dialectical role in social transformation. 相似文献
998.
999.
Cristina Escribano Juan Francisco Díaz-Morales Pedro Delgado Ma. José Collado 《Learning and individual differences》2012,22(3):409-413
Adolescents shift their time of day preferences from morning to evening during puberty when school schedule becomes earlier. Given that a better performance is obtained when individuals are tested at times that are in synchrony with their chronotype, and optimal sleep duration is positively associated with academic performance, evening-types may obtain worse school performance because of both morning school schedule and a decrease of total sleep time. A group of 1133 adolescents (aged 12–16) participated in this study. School performance was evaluated using subjective level of achievement and self-reported grades measures. Controlling for total sleep time, more evening oriented young adolescents (12–14 years) performed significantly worse in school achievement. Girls among 15–16 years performed significantly better than boys. These results have important implications for intervention and prevention programs during school years. 相似文献
1000.
According to most theories, in a simple contingency learning situation, excitatory learning occurs when the probability of the unconditioned stimulus in the presence of the conditioned stimulus (p1) is higher than the probability of the unconditioned stimulus in the absence of the conditioned stimulus (p2). In Rescorla and Wagner??s (1972) model, this prediction varies, depending on the parameters used. In the following experiments, we evaluated whether the difference between p1 and p2 that is required to produce excitatory conditioning is the same, independent of the specific value of p1, or whether this difference varies proportionally to p1??s value. To do so, an appetitive procedure of Pavlovian conditioning with rats was used. In four experiments, we compared different levels of contingency (low, medium and high) and found that the difference between p1 and p2 that is required to produce excitatory conditioning increases when the value of p1 is higher. The possibility of analyzing contingency learning as a discrimination between p1 and p2 is also discussed. 相似文献