全文获取类型
收费全文 | 11337篇 |
免费 | 129篇 |
国内免费 | 124篇 |
专业分类
教育 | 7267篇 |
科学研究 | 1345篇 |
各国文化 | 108篇 |
体育 | 1746篇 |
综合类 | 22篇 |
文化理论 | 86篇 |
信息传播 | 1016篇 |
出版年
2021年 | 95篇 |
2020年 | 179篇 |
2019年 | 227篇 |
2018年 | 327篇 |
2017年 | 338篇 |
2016年 | 314篇 |
2015年 | 213篇 |
2014年 | 270篇 |
2013年 | 1820篇 |
2012年 | 250篇 |
2011年 | 252篇 |
2010年 | 214篇 |
2009年 | 243篇 |
2008年 | 229篇 |
2007年 | 233篇 |
2006年 | 231篇 |
2005年 | 200篇 |
2004年 | 409篇 |
2003年 | 382篇 |
2002年 | 360篇 |
2001年 | 421篇 |
2000年 | 258篇 |
1999年 | 173篇 |
1998年 | 116篇 |
1997年 | 105篇 |
1996年 | 115篇 |
1995年 | 120篇 |
1994年 | 113篇 |
1993年 | 93篇 |
1992年 | 174篇 |
1991年 | 137篇 |
1990年 | 150篇 |
1989年 | 161篇 |
1988年 | 119篇 |
1987年 | 139篇 |
1986年 | 128篇 |
1985年 | 149篇 |
1984年 | 125篇 |
1983年 | 132篇 |
1982年 | 109篇 |
1981年 | 91篇 |
1980年 | 98篇 |
1979年 | 144篇 |
1978年 | 94篇 |
1977年 | 84篇 |
1976年 | 96篇 |
1975年 | 74篇 |
1974年 | 76篇 |
1973年 | 71篇 |
1971年 | 69篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Aviry L. Reich Jeffrey J. Milroy David L. Wyrick Stephen P. Hebard 《Journal of College Counseling》2021,24(1):81-96
Student athletes' demands increase their risk for experiencing mental health concerns (Ryan et al., 2018). Risk factors for student athletes include coping with athletic success and failure; balancing dual roles; dealing with identity confusion; and experiencing isolation, injury, career termination, and burnout (Beauchemin, 2012; G. T. Brown, 2014). Using the social ecological model, we review factors that interfere with student athletes' help‐seeking behaviors and propose recommendations for the ways counselors can address these barriers in the roles of educator, advocate, and therapist. 相似文献
992.
Lorenzo G. Lledó A. Pérez-Vázquez E. Lorenzo-Lledó A. 《Education and Information Technologies》2021,26(4):4111-4126
Education and Information Technologies - During the last two decades, the use of Information and Communication Technologies (ICT) has opened new paths in the intervention of people with Autism... 相似文献
993.
Robert Louis Steven 《中学生英语》2008,(17)
In winter I get up at night And dress by yellow candle-light.In summer,quite the other way,I have to go to bed by 相似文献
994.
995.
Young children's causal inferences 总被引:1,自引:0,他引:1
We report 2 experiments that show a striking development between the ages of 3 and 4 years in children's ability to make causal inferences about sequences of events. The task in the first experiment was to work out what had caused the change to an object that started out as odd (noncanonical) in 1 way and ended up as odd in 2 ways--starting, for example, as a broken cup and ending as a wet and broken cup. When asked to choose the instrument that had caused the change, 3-year-olds often selected the instrument that could have caused the initial state (a hammer, in our example) and not the instrument that would produce the change. 4-year-olds hardly ever made this mistake. In the second experiment, the 3-year-olds were able to make the correct choice when the change was from a canonical to a noncanonical state (cup-wet cup) but had much more difficulty when the change was from noncanonical to canonical (wet cup-dry cup). The difference was much smaller in the older group. The first of these tasks can be solved simply on the basis of knowledge that a particular instrument can cause a particular effect without reference to the initial state. The second task requires attention to the differences between initial and final state. We conclude that the ability to make genuine causal inferences develops between the ages of 3 and 4 years. 相似文献
996.
LI Shi-jie ZHAO Ling-zhi LENG Gang-song .Devision of Teaching Research Quzhou Education Commission Quzhou P.R.China 《上海大学学报(英文版)》2007,(2)
In this paper,the T_φ-convex functions were introduced as a generalizations of convex functions.Then the character- istics of the T_φ-convex functions were discussed.Furthermore,some new inequalities for the T_φ-convex functions were derived. 相似文献
997.
Poikkeus AM Ahonen T Närhi V Lyytinen P Rasku-Puttonen H 《Journal of learning disabilities》1999,32(1):22-35
In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups. 相似文献
998.
999.
Andreas Pöllmann 《Educational studies》2008,34(1):45-53
The link between formal education and the formation of national attachment is widely acknowledged. Yet, research on teachers’ national attachment is still relatively rare. Based on a comparative analysis of survey data obtained from 281 Berlin and London state secondary school head teachers, this paper proposes a multivariate model in which notions of national identity, levels of national pride and levels of supranational attachment represent predictors of national attachment. The respective statistical analyses reveal striking cross‐national similarities in terms of the individual and joint explanatory impact of these predictors. Other findings concern correlations between different notions of Britishness/Germanness and levels of national attachment, the relationship between national and supranational attachment, and associations between national pride and national attachment. 相似文献
1000.
Paula J. Schwanenflugel Robin D. Morris Melanie R. Kuhn Gregory P. Strauss Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in
the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels:
(a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units
(henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime);
(c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained
both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared
against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first,
second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference.
In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment
3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all
experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less
predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in
the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued
that the current experiments provide evidence for a flexible units model.
The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA,
and the American Educational Research Association meeting, April 2004, San Diego, California. 相似文献