全文获取类型
收费全文 | 4281篇 |
免费 | 56篇 |
国内免费 | 6篇 |
专业分类
教育 | 3329篇 |
科学研究 | 217篇 |
各国文化 | 82篇 |
体育 | 299篇 |
综合类 | 1篇 |
文化理论 | 61篇 |
信息传播 | 354篇 |
出版年
2021年 | 24篇 |
2020年 | 49篇 |
2019年 | 80篇 |
2018年 | 96篇 |
2017年 | 123篇 |
2016年 | 93篇 |
2015年 | 83篇 |
2014年 | 94篇 |
2013年 | 1091篇 |
2012年 | 69篇 |
2011年 | 93篇 |
2010年 | 70篇 |
2009年 | 96篇 |
2008年 | 107篇 |
2007年 | 95篇 |
2006年 | 98篇 |
2005年 | 90篇 |
2004年 | 82篇 |
2003年 | 96篇 |
2002年 | 79篇 |
2001年 | 69篇 |
2000年 | 69篇 |
1999年 | 64篇 |
1998年 | 57篇 |
1997年 | 62篇 |
1996年 | 62篇 |
1995年 | 61篇 |
1994年 | 50篇 |
1993年 | 54篇 |
1992年 | 51篇 |
1991年 | 61篇 |
1990年 | 52篇 |
1989年 | 55篇 |
1988年 | 44篇 |
1987年 | 39篇 |
1986年 | 47篇 |
1985年 | 57篇 |
1984年 | 31篇 |
1983年 | 43篇 |
1982年 | 43篇 |
1981年 | 43篇 |
1980年 | 33篇 |
1979年 | 63篇 |
1978年 | 33篇 |
1977年 | 49篇 |
1976年 | 33篇 |
1975年 | 31篇 |
1974年 | 37篇 |
1973年 | 24篇 |
1972年 | 22篇 |
排序方式: 共有4343条查询结果,搜索用时 15 毫秒
241.
Previous experiments have shown a deleterious effect of visual representations on college students’ ability to solve total- and joint-probability word problems. The present experiments used conditional-probability problems, known to be more difficult than total- and joint-probability problems. The diagram group was instructed in how to use tree diagrams to solve conditional probability problems; the equation-only group was instructed only in the formulation of equations. Results indicated that the diagram group outperformed the equation-only group on a posttest of 10 near- and far-transfer problems given immediately and as long as 1 week later (Experiment 2). In addition, when rating their experience with the training phase the equation-only group reported significantly higher levels of frustration and lower levels of perceived success than the diagram group. 相似文献
242.
243.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献
244.
Richard Desjardins 《International Journal of Lifelong Education》2015,34(4):468-486
This article explores the relative importance of different socio-demographic and practice-oriented factors that are related to proficiency in problem solving in technology-rich environments (PSTREs) and by extension may be related to complex problem solving (CPS). The empirical analysis focuses on the proficiency measurements of PSTRE made available by the Programme for the International Assessment of Adult Competencies, which is relevant for gaining insight on some of the factors related to CPS. The purpose was to examine the relationship between the broad information processing experience that individuals gather in different contexts over the lifespan, and the chances to develop problem-solving skills that adults receive in different socio-demographic profiles. Results reveal that socio-demographic factors such as age, education and immigration status as well as practice-oriented factors such as ICT use and reading practice at and outside work are strongly related to proficiency. 相似文献
245.
H. Richard Milner IV Ira E. Murray Abiola A. Farinde Lori Delale-O’Connor 《Equity & Excellence in Education》2015,48(4):529-548
This article focuses on factors outside of school that we have identified from the established research literature as essential for educators to consider in supporting students in urban environments. We start by conceptualizing what it means for a school to be “urban.” Following this discussion, we describe four outside-of-school factors that emerge from the literature: (1) Understanding Student and Family Homelessness; (2) Understanding Geography and Social Contexts; (3) Understanding Policy and School Funding; and (4) Understanding Parental and Family Involvement. These factors are important to helping educators, especially pre- and in-service teachers, in their understanding of and, consequently, the practices they use to meet the needs of students in these social contexts. We conclude with recommendations for educational practice. 相似文献
246.
Richard Wielebinski 《中国科学院院刊(英文版)》2014,(2):200-200
<正>"The MPG-CAS Partner Group led by Prof.HAN Jinlin from the Nationa Astronomical Observatories of China(CAS)has achieved great success in the determination of the magnetic fields o the Milky Way.The basis of this success was a cryogenic receiver with a polarim eter that was installed in China at the25m Nanshan Radio Telescope of the Urumqi Observatory.The receiver was a copy of a system installed in the 100m Effelsberg radio telescope of the Max Planck Institute for Radio Astronomy in Bonn,Germany.A very lively exchange of researchers at all levels took place.On 相似文献
247.
Duncan Pentland Kirsty Forsyth Donald Maciver Mike Walsh Richard Murray Linda Irvine 《知识管理研究与实践》2014,12(4):362-374
Basing treatment, policy and planning decisions on the best available research knowledge remains a central principle in modern health care around the world, yet many health professionals find acquiring and managing published research knowledge challenging. In this paper, we report on a Soft Systems Methodology-based collaborative action research initiative with a specialist mental health service from the United Kingdom's National Health Service. Our objective was to design and implement improvements to their knowledge acquisition and management activities in order to facilitate sustained and effective evidence-based practices. We report on both the factors found to impede effective research knowledge acquisition and management and the development of more integrated knowledge management processes designed to improve the situation. 相似文献
248.
249.
250.