全文获取类型
收费全文 | 15919篇 |
免费 | 224篇 |
国内免费 | 119篇 |
专业分类
教育 | 10987篇 |
科学研究 | 2064篇 |
各国文化 | 117篇 |
体育 | 1372篇 |
综合类 | 11篇 |
文化理论 | 124篇 |
信息传播 | 1587篇 |
出版年
2021年 | 117篇 |
2020年 | 215篇 |
2019年 | 326篇 |
2018年 | 441篇 |
2017年 | 391篇 |
2016年 | 403篇 |
2015年 | 251篇 |
2014年 | 329篇 |
2013年 | 2732篇 |
2012年 | 311篇 |
2011年 | 350篇 |
2010年 | 256篇 |
2009年 | 249篇 |
2008年 | 261篇 |
2007年 | 298篇 |
2006年 | 283篇 |
2005年 | 282篇 |
2004年 | 261篇 |
2003年 | 258篇 |
2002年 | 248篇 |
2001年 | 264篇 |
2000年 | 280篇 |
1999年 | 282篇 |
1998年 | 149篇 |
1997年 | 150篇 |
1996年 | 186篇 |
1995年 | 177篇 |
1994年 | 136篇 |
1993年 | 147篇 |
1992年 | 225篇 |
1991年 | 225篇 |
1990年 | 231篇 |
1989年 | 261篇 |
1988年 | 212篇 |
1987年 | 229篇 |
1986年 | 220篇 |
1985年 | 255篇 |
1984年 | 224篇 |
1983年 | 215篇 |
1982年 | 178篇 |
1981年 | 170篇 |
1980年 | 161篇 |
1979年 | 251篇 |
1978年 | 195篇 |
1977年 | 186篇 |
1976年 | 152篇 |
1975年 | 133篇 |
1974年 | 154篇 |
1973年 | 133篇 |
1971年 | 125篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Kimberly J. OMalley David J. Francis Barbara R. Foorman Jack M. Fletcher Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34
Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy. 相似文献
992.
993.
Kenneth R. Pugh W. Einar Mencl Annette R. Jenner Jun Ren Lee Leonard Katz Stephen J. Frost Sally E. Shaywitz Bennett A. Shaywitz 《Learning disabilities research & practice》2001,16(4):240-249
Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical-semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word-identification system that underlies fluent word recognition in skilled readers. 相似文献
994.
995.
996.
997.
998.
999.
1 Introduction Sincethediscoveryofgiantmagnetoresistance(GMR),magneticmaterialswithrandommixtureofferromagneticandantiferromagneticpropertieshaverecentlyrecievedalotofattention[1].ThemagneticpropertiesofFeandCrarequitedifferentfromeachother.Feisferromagneticbelow1043K,whileCrisantiferromagneticatroomtemperature.GMRexistesnotonlyinsandwichandmultilayerfilms,butalsoinothernanostructuralmaterials,suchasgranularfilmsandnanostructurebulkmaterialspreparedbymechanicalalloying(MA).MAhasbeendev… 相似文献
1000.
R J Bootsma M H Houbiers H T Whiting P C van Wieringen 《Research quarterly for exercise and sport》1991,62(3):276-284
Two groups of 10 novice subjects each were trained to perform attacking forehand drives in table tennis and land the balls as fast and as accurately as possible onto a target on the opposite side of the net under two different training conditions. Under the static training condition, the balls were to be struck from a constant position, and under the dynamic training condition, balls approached the subjects in a normal way. Both groups were tested under dynamic conditions prior to and after four days of training, during which they received 1,600 practice trials. Both groups of subjects were shown to increase the number of balls that landed on the target, and learning was also evident from an increased consistency of the direction of travel of the bat at the moment of ball/bat contact. However, no increase in consistency was found for the location of the bat at the moment of ball/bat contact and for the movement times. Thus, learning can occur in the absence of externally generated time-to-contact information, but this is not due to the establishment of a consistent movement form. Learning appears to progress from control at the moment of ball/bat contact backward, toward the moment of initiation. 相似文献