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231.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
232.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
233.
Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献
234.
沃伦·E·巴菲特 《阅读与作文(高中版)》2011,(10)
致伯克希尔哈撒韦公司的全体股东:2010年,A股和B股的每股账面价值都增长了13%。也就是说,自从现任管理层接手公司之后,在过去46年中,每股账面价值从19美元增长到95,453美元,年复合增长率为20.2%。 相似文献
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当小透明醒来时,他发现自己又回到了许昌城外。他觉得脑袋有点晕,四肢酸疼。他试着抬起头来看看,发现曹冲和海盗一号也像自己一样难看地趴在地上。他又左右扫视了一番,却没有看见小象和大象妈妈。 相似文献
239.
曹府大乱。
曹操跪抱着曹冲大哭,太医也跪在那里给曹冲的伤口敷草药。只见太医两手发抖:“魏王啊。依臣微见,这是‘五步倒’千的啊!如果换了华佗来配药,或许还有的治。可是,老朽的医术就很难保证能救下公子的命了……”说罢竟然嘤樱地抽泣起来。曹操大怒:“平日里你们一个比一个有学问,怎么今天这么点小伤却救治不了?今天你们要是不把冲儿给我拉回来.我就要你们不出五步统统去见阎王!” 相似文献
240.
新华中学位于深圳市宝安区龙华街道.成立于1996年,是一所公办初级中学.近年来,学校办学水平不断提升,2008年被评为"宝安区教学管理先进单位",2009年、2010年被评为"宝安区教学管理标兵单位",连续三年中考成绩名列全区前茅.办学特色也日益彰显,许多学生不仅文化课成绩优异,而且特长突出. 相似文献