全文获取类型
收费全文 | 121173篇 |
免费 | 1601篇 |
国内免费 | 235篇 |
专业分类
教育 | 84222篇 |
科学研究 | 13298篇 |
各国文化 | 1983篇 |
体育 | 9204篇 |
综合类 | 170篇 |
文化理论 | 1046篇 |
信息传播 | 13086篇 |
出版年
2021年 | 931篇 |
2020年 | 1640篇 |
2019年 | 2545篇 |
2018年 | 3002篇 |
2017年 | 3281篇 |
2016年 | 3354篇 |
2015年 | 2292篇 |
2014年 | 3176篇 |
2013年 | 27257篇 |
2012年 | 2309篇 |
2011年 | 2639篇 |
2010年 | 2295篇 |
2009年 | 2598篇 |
2008年 | 2335篇 |
2007年 | 2055篇 |
2006年 | 2307篇 |
2005年 | 2290篇 |
2004年 | 2974篇 |
2003年 | 2293篇 |
2002年 | 2106篇 |
2001年 | 1950篇 |
2000年 | 1629篇 |
1999年 | 1522篇 |
1998年 | 1447篇 |
1997年 | 1514篇 |
1996年 | 1690篇 |
1995年 | 1460篇 |
1994年 | 1461篇 |
1993年 | 1463篇 |
1992年 | 1471篇 |
1991年 | 1383篇 |
1990年 | 1353篇 |
1989年 | 1286篇 |
1988年 | 1157篇 |
1987年 | 1072篇 |
1986年 | 1110篇 |
1985年 | 1374篇 |
1984年 | 1254篇 |
1983年 | 1247篇 |
1982年 | 1236篇 |
1981年 | 1156篇 |
1980年 | 1156篇 |
1979年 | 1211篇 |
1978年 | 1186篇 |
1977年 | 1107篇 |
1976年 | 986篇 |
1975年 | 790篇 |
1974年 | 784篇 |
1973年 | 754篇 |
1971年 | 601篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
991.
992.
The current concern for the extension of a free public education to the severely and profoundly retarded has precipitated a general assumption among many persons that the public schools will play a major role in providing educational services for this population. In view of the past failures of programs for the mildly (EMR) and moderately (TMR) retarded in the public schools, the authors advocate a new concept in delivery systems and teacher training that more appropriately reflects the needs of the severely and profoundly retarded. 相似文献
993.
John W. Otey 《Psychology in the schools》1978,15(1):16-21
School curricula are changing, most notably in the field of special education. One area which is increasingly receiving more emphasis is gifted education. The gifted student, who has too long been overlooked, is now eligible for placement in special education classes designed to further the development of his unique abilities. The role of the school psychologist in identification of the gifted student is discussed. 相似文献
994.
This study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective. 相似文献
995.
Harvey S. Leviton 《Psychology in the schools》1978,15(2):291-292
996.
Robert B. Germain 《Psychology in the schools》1978,15(3):386-390
Three “self” constructs are differentiated: the “self,” that is, the “real” self; the “self-concept,” which is the information or cognitions an individual has about his “self;” and “self-esteem,” which is the judgment and feelings about the “self.” An individual's self-concept can be characterized by its realism or unrealism, its completeness or incompleteness, or by the complexity of the concepts used to describe the self. Self-esteem, but not self-concept, can be described as being positive or negative. Developmental considerations and implications are discussed. 相似文献
997.
The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. WISC-R factor loadings were obtained for the scores of children labeled Learning Disabled, Educable Mentally Impaired, and Emotionally Impaired, as well as groups labeled Other and None. Overall, results show the WISC-R to be factorially similar for all groups, with two principal factors emerging which correspond to the Verbal-Performance structure of the test. Significance tests among mean scale scores and IQ scores yielded few meaningful differences across groups. 相似文献
998.
Emotional disturbance was rated by teachers, parents, and the school psychologist for a group of 104 children diagnosed as severely emotionally disturbed. Teachers were found significantly more severe in their judgments than the school psychologist on the Behavior and Socialization scales of the Referral Checklist, but not on Communication. The teacher rating profile was also found to deviate from parallelness from the other raters with increased severity in the Behavior scale. None of the nine correlations between judges on the same scales was significant. Interpretations and possible implications are offered. 相似文献
999.
Jerome M. Sattler John R. Andres Lisa S. Squire Rick Wisely Christopher F. Maloy 《Psychology in the schools》1978,15(4):486-489
Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. Clinical and school psychologists (N = 62) and graduate students (N = 48) scored WISC-R Similarities, Comprehension, and Vocabulary responses obtained in a group administration procedure. From over 15,000 responses obtained, only unusual, atypical, or ambiguous responses were selected; 726 responses were scored, with 11 groups of 10 raters each scoring 66 responses. Considerable scoring disagreement occurred. Unanimous agreement (within each group of 10 raters) was found on only 13% of the responses, while 80% of the raters agreed on 44% of the responses. Rates of scoring agreement were not related to level of rater experience, but were related to specific subtests. Higher rates of agreement were found on the Similarities and Comprehension subtests than on the Vocabulary subtest for both experienced and inexperienced raters. The results suggest that even with the improved WISC-R manual, scoring remains a difficult and challenging task. 相似文献
1000.
“The Odd Couple…” is a narrative presentation of the successful joint programming efforts of a public school system and community centers for mental health in providing comprehensive educational services to emotionally disturbed students. Problems and resolutions in regard to control, coordination, and philosophy issues are discussed. This article describes a simple yet effective model for cost effective and successful joint programs between non-administratively related agencies. 相似文献