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991.
Annemarie Boschloo Carolijn Ouwehand Sanne Dekker Nikki Lee Renate de Groot Lydia Krabbendam Jelle Jolles 《Mind, Brain, and Education》2012,6(2):81-88
Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross‐sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end‐of‐term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large‐scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail. 相似文献
992.
The literacy practices of many communities today show new ways of meaning making in the contemporary, technological and digital culture. A number of Malaysian adolescents belong to this culture. This pilot study reports the preliminary findings of a larger study aimed at describing the online activities of Malaysian adolescents. Fifty‐four participants from an urban secondary school in Penang took part in this study. One finding showed that the percentages of language use on the Internet were: 80.6 per cent in English, 10.6 per cent in Bahasa Malaysia and 8.8 per cent in Chinese. In addition, the study also revealed some common websites that these adolescents frequented. The findings point to the need to investigate the extent of these online literacy practices beyond school among the adolescent population in Malaysia and to look into the implications for ESL education. 相似文献
993.
994.
Grapin Scott E. Llosa Lorena Haas Alison Lee Okhee 《Journal of Science Education and Technology》2022,31(1):52-67
Journal of Science Education and Technology - Computational models are increasingly being used in K-12 science classrooms to engage students in developing and testing explanations of phenomena.... 相似文献
995.
Kim Jinhee Lee Hyunkyung Cho Young Hoan 《Education and Information Technologies》2022,27(5):6069-6104
Education and Information Technologies - Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how... 相似文献
996.
Higher Education - The high prevalence of mental illness in college students results in adverse consequences that have led to developing prevention programs, with the potential of self-monitoring... 相似文献
997.
Lee Wei Lu Lau Poh Li Baranovich Diana Lea Chan Siaw Leng 《International journal for the advancement of counseling》2022,44(3):490-511
International Journal for the Advancement of Counselling - Processing and managing countertransference are part of the responsibilities of counsellors to fulfil their ethical obligation. The... 相似文献
998.
C. Taylor D. Zingaro L. Porter K.C. Webb C.B. Lee M. Clancy 《Computer Science Education》2014,24(4):253-276
Concept Inventories (CIs) are assessments designed to measure student learning of core concepts. CIs have become well known for their major impact on pedagogical techniques in other sciences, especially physics. Presently, there are no widely used, validated CIs for computer science. However, considerable groundwork has been performed in the form of identifying core concepts, analyzing student misconceptions, and developing CI assessment questions. Although much of the work has been focused on CS1 and a CI has been developed for digital logic, some preliminary work on CIs is underway for other courses. This literature review examines CI work in other STEM disciplines, discusses the preliminary development of CIs in computer science, and outlines related research in computer science education that contributes to CI development. 相似文献
999.
Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China 总被引:1,自引:0,他引:1
Ewan Wright Moosung Lee 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):199-216
There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising “21st-century skills”. Proponents of this view, who have been termed “the 21st century skills movement”, have called for greater emphasis on cognitive and non-cognitive skills development, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate® (IB) schools globally. The authors’ research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP “Core Requirements”, which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China. 相似文献
1000.
Laurel J. Kiser Carla Smith Stover Carryl P. Navalta Joyce Dorado Juliet M. Vogel Jaleel K. Abdul-Adil Soeun Kim Robert C. Lee Rebecca Vivrette Ernestine C. Briggs 《Child abuse & neglect》2014
The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice. 相似文献