全文获取类型
收费全文 | 4386篇 |
免费 | 422篇 |
国内免费 | 1篇 |
专业分类
教育 | 4077篇 |
科学研究 | 63篇 |
各国文化 | 110篇 |
体育 | 131篇 |
综合类 | 1篇 |
文化理论 | 15篇 |
信息传播 | 412篇 |
出版年
2022年 | 11篇 |
2021年 | 49篇 |
2020年 | 72篇 |
2019年 | 142篇 |
2018年 | 175篇 |
2017年 | 214篇 |
2016年 | 161篇 |
2015年 | 190篇 |
2014年 | 211篇 |
2013年 | 1271篇 |
2012年 | 169篇 |
2011年 | 191篇 |
2010年 | 182篇 |
2009年 | 160篇 |
2008年 | 182篇 |
2007年 | 117篇 |
2006年 | 109篇 |
2005年 | 100篇 |
2004年 | 91篇 |
2003年 | 45篇 |
2002年 | 48篇 |
2001年 | 52篇 |
2000年 | 57篇 |
1999年 | 48篇 |
1998年 | 36篇 |
1997年 | 39篇 |
1996年 | 46篇 |
1995年 | 33篇 |
1994年 | 28篇 |
1993年 | 35篇 |
1992年 | 41篇 |
1991年 | 39篇 |
1990年 | 47篇 |
1989年 | 37篇 |
1988年 | 30篇 |
1987年 | 42篇 |
1986年 | 24篇 |
1985年 | 22篇 |
1984年 | 14篇 |
1983年 | 20篇 |
1982年 | 24篇 |
1981年 | 13篇 |
1980年 | 15篇 |
1979年 | 20篇 |
1978年 | 18篇 |
1977年 | 17篇 |
1975年 | 10篇 |
1974年 | 12篇 |
1973年 | 11篇 |
1971年 | 11篇 |
排序方式: 共有4809条查询结果,搜索用时 31 毫秒
91.
92.
In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
93.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
94.
Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships. 相似文献
95.
Kristin Scardamalia Keisha L. Bentley‐Edwards Kairys Grasty 《Psychology in the schools》2019,56(4):569-581
The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria. 相似文献
96.
97.
98.
Alice Brown Patrick A. Danaher 《International Journal of Research & Method in Education》2019,42(1):76-90
This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews. 相似文献
99.
Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献
100.
Rebecca J. M. Gotlieb Courtney Pollack Jessica W. Younger Elizabeth Y. Toomarian Genevive Allaire‐Duquette Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132
An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally. 相似文献