全文获取类型
收费全文 | 23545篇 |
免费 | 330篇 |
国内免费 | 14篇 |
专业分类
教育 | 16769篇 |
科学研究 | 1923篇 |
各国文化 | 250篇 |
体育 | 2300篇 |
综合类 | 7篇 |
文化理论 | 214篇 |
信息传播 | 2426篇 |
出版年
2021年 | 235篇 |
2020年 | 360篇 |
2019年 | 538篇 |
2018年 | 729篇 |
2017年 | 670篇 |
2016年 | 667篇 |
2015年 | 403篇 |
2014年 | 535篇 |
2013年 | 4258篇 |
2012年 | 484篇 |
2011年 | 538篇 |
2010年 | 403篇 |
2009年 | 435篇 |
2008年 | 477篇 |
2007年 | 439篇 |
2006年 | 416篇 |
2005年 | 359篇 |
2004年 | 390篇 |
2003年 | 306篇 |
2002年 | 325篇 |
2001年 | 464篇 |
2000年 | 509篇 |
1999年 | 434篇 |
1998年 | 255篇 |
1997年 | 250篇 |
1996年 | 307篇 |
1995年 | 245篇 |
1994年 | 259篇 |
1993年 | 221篇 |
1992年 | 351篇 |
1991年 | 367篇 |
1990年 | 342篇 |
1989年 | 367篇 |
1988年 | 337篇 |
1987年 | 325篇 |
1986年 | 325篇 |
1985年 | 371篇 |
1984年 | 292篇 |
1983年 | 304篇 |
1982年 | 240篇 |
1981年 | 246篇 |
1980年 | 260篇 |
1979年 | 349篇 |
1978年 | 259篇 |
1977年 | 238篇 |
1976年 | 202篇 |
1975年 | 181篇 |
1974年 | 182篇 |
1973年 | 176篇 |
1971年 | 175篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
931.
The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation. 相似文献
932.
The present blind study compared the quality of psychoeducational reports generated under two conditions. On the average, reports written with computer assistance were rated to be of higher quality than those prepared by hand. Also presented are data validating the large expenditure of staff time on report preparation, along with estimates of the time saving that may be realized with computer assistance. The relevance of computer support to relatively isolated, rural-based clinical staff is discussed. 相似文献
933.
934.
Discriminant analysis was used to examine factors that influenced the educational diagnoses of a sample of 80 referred students in grades 1 to 6. All students had WISCR Full Scale IQs between 63 and 75, which includes the range of scores that is ±2 SEm around the cutoff value of 69 used by the student's school district to define the upper limit of the mildly retarded classification. The results indicate that the recommendations made by the multidisciplinary teams were associated primarily with the level of the Full Scale IQ. 相似文献
935.
Herbert H. Severson Marianne Pickett Deborah J. Hetrick 《Psychology in the schools》1985,22(2):179-186
One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed. 相似文献
936.
The study included 199 intellectually gifted students and 176 students in the fine and performing arts who were administered the High School Personality Questionnaire. The results indicated that the gifted students obtained higher Leadership Potential scores, while the talented students scored higher in Creativity. Several significant differences were found in the personality profiles of the two groups. 相似文献
937.
Albert J. Cotugno 《Psychology in the schools》1985,22(4):429-435
Data are presented here from a one-year follow-up of school-age children who had received structure-based remediation techniques for demonstrated deficiencies in specific areas of cognitive control functioning. The significant improvement that had occurred in cognitive control functioning as a result of the cognitive intervention had been maintained one year following the discontinuation of these intervention strategies. 相似文献
938.
939.
940.