全文获取类型
收费全文 | 1688篇 |
免费 | 55篇 |
国内免费 | 1篇 |
专业分类
教育 | 1367篇 |
科学研究 | 48篇 |
各国文化 | 27篇 |
体育 | 83篇 |
文化理论 | 8篇 |
信息传播 | 211篇 |
出版年
2024年 | 2篇 |
2023年 | 8篇 |
2022年 | 26篇 |
2021年 | 28篇 |
2020年 | 50篇 |
2019年 | 83篇 |
2018年 | 114篇 |
2017年 | 127篇 |
2016年 | 105篇 |
2015年 | 83篇 |
2014年 | 65篇 |
2013年 | 360篇 |
2012年 | 62篇 |
2011年 | 64篇 |
2010年 | 51篇 |
2009年 | 48篇 |
2008年 | 45篇 |
2007年 | 41篇 |
2006年 | 30篇 |
2005年 | 28篇 |
2004年 | 40篇 |
2003年 | 32篇 |
2002年 | 32篇 |
2001年 | 24篇 |
2000年 | 18篇 |
1999年 | 21篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 13篇 |
1994年 | 6篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 12篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1983年 | 5篇 |
1982年 | 13篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1934年 | 1篇 |
1933年 | 1篇 |
排序方式: 共有1744条查询结果,搜索用时 15 毫秒
991.
992.
993.
994.
Angela Godwin H. Ramachandra Prabhu 《Indian journal of clinical biochemistry : IJCB》2006,21(1):202-204
Fish and fish oils are the richest sources of ω-3 fatty acids. However, they are susceptible to lipid peroxidation due to
their high degree of unsaturation. In the present study, the level of thiobarbituric acid reactive material in various fish
oils available in the market with and without added Vitamin E was determined. The peroxide levels in fish oil heated to food
frying temperature of 180°C and the effect of addition of vitamin E has also been studied. The results indicate that the peroxide
levels in almost all the products available in the market were abnormally high irrespective of their Vitamin E content. This
might be due to the inefficient methods used for processing and storage of fish oils. Addition of vitamin E was found to have
a significant effect in lowering the rate of peroxidation of fish oil during thermal stress, showing that association of antioxidants
with ω-3 fatty acids lowers the rate of lipid peroxidation. 相似文献
995.
Judith A. Thomas Dan Wadsworth Ying Jin Jim Clarke Rachel Page Michelle Thunders 《高等教育研究与发展》2017,36(5):1061-1071
Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback – in a ‘no-risk’ environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The study also aimed to determine whether utilisation of self-tests differed by final grade, particularly between students who just pass (C grades and Restricted pass) and those who fail (D and E grades). Results indicated that on-site students were significantly more active on the OLE compared to distance students. However, these groups engaged similarly with self-tests and achieved a similar distribution of grades. A significant positive relationship was found between final grade achieved and percentage of self-tests attempted. This relationship was significant regardless of study status (on-site or distance), course studied or total activity logged. A more targeted analysis of C?+?R vs. D?+?E students showed that although these two groups were similar on overall usage of the OLE, C?+?R students utilised self-tests to a significantly greater extent. Recommendations from this study are that students (particularly those struggling to achieve academic success) should be directed towards online self-tests. 相似文献
996.
Ashley M. Groh Angela J. Narayan Marian J. Bakermans‐Kranenburg Glenn I. Roisman Brian E. Vaughn R. M. Pasco Fearon Marinus H. van IJzendoorn 《Child development》2017,88(3):770-795
This meta‐analytic review examines the association between early attachment (assessed at 1–5 years) and child temperament (assessed at birth–12 years), and compares the strength of this association with recently documented meta‐analytic associations between early attachment and social competence, externalizing behavior, and internalizing symptoms. Based on 109 independent samples (N = 11,440) of diverse socioeconomic and ethnic backgrounds, temperament was weakly associated with attachment (in)security (d = .14, CI [0.08, 0.19]) but modestly associated with resistant attachment (d = .30, CI [0.21, 0.40]). Temperament was not significantly associated with avoidant (d = .10, CI [?0.02, 0.19]) or disorganized (d = .11, CI [?0.03, 0.25]) attachment. Across developmental domains, early attachment security was more strongly associated with social competence and externalizing behaviors than internalizing symptoms and temperament. 相似文献
997.
Catherine A. Dobris Kim White-Mills Rachel D. Davidson Toula V. Wellbrook 《Communication quarterly》2017,65(1):39-59
Dr. Spock’s, The Common Sense Book of Baby and Child Care, one of the best-selling self-help texts of all-time, “second only to the Bible in popularity” (Meakin & Tattersall, 2004) was one of the most influential childcare books in American culture. The author has been both heralded and disparaged as instrumental in the shaping of untold generations. In the present study, we address the rhetorical construction of the Spockian Mother as she is developed during Spock’s tenure from 1946–1992. We employ a feminist rhetorical perspective to examine the progression of Spock’s texts in order to understand how patriarchal images of motherhood are constructed and maintained through Spock’s lifetime and the first 46 years of its publication. We argue that Spock both reinforced and challenged the institution of motherhood; he challenged institutionalized motherhood by encouraging mothers to “trust themselves” while simultaneously conforming to a patriarchal model of motherhood which is at odds with empowered mothering. 相似文献
998.
Annalee G. Good Sadie Fox Barocas Laura C. Chávez-Moreno Rachel Feldman Carlos Canela 《Peabody Journal of Education》2017,92(4):505-520
Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect between the goals and design of education policy and the actual lived challenges of implementation. In examining the dynamics in this critical disconnect, we address the following research questions: How do institutional norms and routines affect teachers' agency in the policymaking process? Following this research question is our action question: How do we support conditions that support teachers as policy agents? We draw on qualitative data from two sites (West Virginia and Wisconsin) where K–12 teachers partnered with university researchers in a range of capacity-building efforts. Analysis illustrates how teachers interact with certain institutional norms that make it hard to engage in policy design. Based on our findings, we discuss how a teacher–university partnership can better support the conditions that facilitate greater teacher agency in thinking, talking, and acting on policy. 相似文献
999.
1000.
Slep AM Heyman RE Snarr JD Foster RE Linkh DJ Whitworth JD 《Child abuse & neglect》2011,35(10):783-796