全文获取类型
收费全文 | 8897篇 |
免费 | 150篇 |
国内免费 | 7篇 |
专业分类
教育 | 6567篇 |
科学研究 | 525篇 |
各国文化 | 167篇 |
体育 | 718篇 |
综合类 | 3篇 |
文化理论 | 131篇 |
信息传播 | 943篇 |
出版年
2022年 | 52篇 |
2021年 | 83篇 |
2020年 | 153篇 |
2019年 | 231篇 |
2018年 | 304篇 |
2017年 | 330篇 |
2016年 | 309篇 |
2015年 | 232篇 |
2014年 | 252篇 |
2013年 | 1954篇 |
2012年 | 241篇 |
2011年 | 240篇 |
2010年 | 221篇 |
2009年 | 189篇 |
2008年 | 288篇 |
2007年 | 223篇 |
2006年 | 219篇 |
2005年 | 203篇 |
2004年 | 157篇 |
2003年 | 192篇 |
2002年 | 172篇 |
2001年 | 140篇 |
2000年 | 124篇 |
1999年 | 122篇 |
1998年 | 112篇 |
1997年 | 109篇 |
1996年 | 119篇 |
1995年 | 130篇 |
1994年 | 123篇 |
1993年 | 99篇 |
1992年 | 119篇 |
1991年 | 108篇 |
1990年 | 104篇 |
1989年 | 93篇 |
1988年 | 88篇 |
1987年 | 75篇 |
1986年 | 66篇 |
1985年 | 77篇 |
1984年 | 62篇 |
1983年 | 79篇 |
1982年 | 76篇 |
1981年 | 80篇 |
1980年 | 86篇 |
1979年 | 81篇 |
1978年 | 59篇 |
1977年 | 50篇 |
1976年 | 56篇 |
1975年 | 44篇 |
1974年 | 44篇 |
1971年 | 37篇 |
排序方式: 共有9054条查询结果,搜索用时 343 毫秒
221.
Hae Yeon Lee Jeremy P. Jamieson Adriana S. Miu Robert A. Josephs David S. Yeager 《Child development》2019,90(6):e849-e867
Grades often decline during the high school transition, creating stress. The present research integrates the biopsychosocial model of challenge and threat with the implicit theories model to understand who shows maladaptive stress responses. A diary study measured declines in grades in the first few months of high school: salivary cortisol (N = 360 students, N = 3,045 observations) and daily stress appraisals (N = 499 students, N = 3,854 observations). Students who reported an entity theory of intelligence (i.e., the belief that intelligence is fixed) showed higher cortisol when grades were declining. Moreover, daily academic stressors showed a different lingering effect on the next day's cortisol for those with different implicit theories. Findings support a process model through which beliefs affect biological stress responses during difficult adolescent transitions. 相似文献
222.
Two studies investigated 4- to 7-year-olds’ knowledge about pretending. In Study 1, children (N = 66) defined pretending and described examples of own and others’ pretending. In Study 2, children (N = 52) defined pretending and then completed a battery of measures that examined their understanding that pretending involved mental states. In Study 1, older children articulated more defining features of pretending than younger children. When describing how they or others pretended, children focused on action or appearance, regardless of whether they had included more defining features in their definitions of pretending. In Study 2, the more defining features children articulated, the better their performance on the battery. We discuss the implications of these data for the role of pretending in children's developing theory of mind. 相似文献
223.
Robinson Clinton Vũ Tú Anh Thị 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):443-470
International Review of Education - In the multilingual environments of Africa, national literacy policies vary in terms of the attention they give to the roles and purposes of local, national and... 相似文献
224.
225.
The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5–9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic self-efficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers. 相似文献
226.
Yvonne Robinson Anna Paraskevopoulou Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area. 相似文献
227.
This paper describes a lesson centered around a metric for measuring partisan gerrymandering: the efficiency gap. We situate the efficiency gap in the current US political climate, describe the activity itself, and then provide recommendations for readers interested in adapting the lesson for their own classrooms. 相似文献
228.
229.
Aaron L. Wallis David P. Gretz Jeffrey A. Rings Kiersten M. Eberle 《Journal of College Counseling》2019,22(2):125-137
This article examines the relationship between marijuana use and anxiety symptoms among college students, with a secondary focus on marijuana use and grade point average (GPA). A secondary analysis was conducted on data obtained from the American College Health Association–National College Health Assessment. Results indicated that marijuana use was negatively associated with GPA among students with current anxiety and no formal treatment. The relationships between these variables may be more complex than previously thought. 相似文献
230.
Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献