全文获取类型
收费全文 | 1523篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 1045篇 |
科学研究 | 74篇 |
各国文化 | 12篇 |
体育 | 231篇 |
综合类 | 1篇 |
文化理论 | 15篇 |
信息传播 | 170篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 10篇 |
2020年 | 29篇 |
2019年 | 54篇 |
2018年 | 53篇 |
2017年 | 49篇 |
2016年 | 57篇 |
2015年 | 42篇 |
2014年 | 35篇 |
2013年 | 387篇 |
2012年 | 32篇 |
2011年 | 46篇 |
2010年 | 38篇 |
2009年 | 27篇 |
2008年 | 39篇 |
2007年 | 51篇 |
2006年 | 30篇 |
2005年 | 21篇 |
2004年 | 22篇 |
2003年 | 25篇 |
2002年 | 28篇 |
2001年 | 22篇 |
2000年 | 28篇 |
1999年 | 23篇 |
1998年 | 12篇 |
1997年 | 10篇 |
1996年 | 12篇 |
1995年 | 10篇 |
1994年 | 14篇 |
1993年 | 20篇 |
1992年 | 18篇 |
1991年 | 17篇 |
1990年 | 14篇 |
1989年 | 15篇 |
1988年 | 12篇 |
1987年 | 9篇 |
1986年 | 16篇 |
1985年 | 14篇 |
1984年 | 15篇 |
1983年 | 17篇 |
1982年 | 17篇 |
1981年 | 15篇 |
1980年 | 6篇 |
1979年 | 12篇 |
1978年 | 10篇 |
1977年 | 10篇 |
1975年 | 13篇 |
1973年 | 9篇 |
1972年 | 5篇 |
排序方式: 共有1548条查询结果,搜索用时 0 毫秒
131.
132.
133.
赵启凡 《语数外学习(初中版)》2008,(10):1-1
小猫长大了。
有一天,猫妈妈把小猫叫来,说:“你已经长大了,三天之后就不能再喝妈妈的奶了,要自己去找东西吃。”
小猫惶惑地问妈妈:“妈妈,那我该吃什么东西呢?” 相似文献
134.
135.
136.
137.
The study investigated the effects of participation in the activities of Science-A Process Approach (SAPA) on the oral communication skills of disadvantaged kindergarten children. Experimental-control group, pretest-posttest research design was employed. The investigator designed the Test of Oral Communication Skills (TOCS) to measure students' oral communication skills. Two experimental groups (one morning and one afternoon, N = 52) and two control groups (one morning and one afternoon, N = 48) were randomly assigned from two kindergarten classrooms (morning and afternoon classes in each) in an inner-city school in Columbus, Ohio. The investigator provided the science instruction to all students. Experimental subjects received 22 half-hour lessons from exercises a through k of Part A, SAPA. Control subjects received 22 lessons from Springboards to Science, a teacher demonstration, class discussion type of kindergarten curricuoum used in the school system. The treatment period spanned 12 academic weeks. Analysis of variance of TOCS pretest scores showed no significant differences among any of the means of the four groups. Analysis of covariance of TOCS posttest scores revealed differences significant at .05 or beyond in the mean scores of the experimental groups and control groups for total oral and total receiving skills and for six of the eight subskills measured by TOCS. Application of the Tukey (b) test revealed that experimental group mean scores exceeded control group mean scores in every TOCS skill and subskill area and that in total oral transmitting subskills both experimental group mean scores were significantly greater at .05 level or beyond than corresponding mean scores for both control groups. Within the parameters of this study, it may be concluded that when the activities and teaching strategies of SAPA curriculum are presented to disadvantaged kindergarten children, their oral communication skills, especially the transmitting (speaking) skills, are clearly enhanced. 相似文献
138.
Bensley L Ruggles D Simmons KW Harris C Williams K Putvin T Allen M 《Child abuse & neglect》2004,28(12):1321-1337
BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth. 相似文献
139.
140.
Dave A. Louis Keisha V. Thompson Patriann Smith Hakim Mohandas Amani Williams Juann Watson 《The Urban Review》2017,49(4):668-691
Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy. 相似文献