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181.
Scott K. Powers 《运动与健康科学(英文)》2020,9(5):461
It is a pleasure to provide a commentary on the outstanding review1 by Dr. George Brooks that discusses both the discovery and importance of the lactate shuttle... 相似文献
182.
The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy. 相似文献
183.
Brittany Dunn Sue Constable Trish Martins Karen Cammuso 《The Brown University Child and Adolescent Behavior Letter》2016,32(7):1-6
Providing comprehensive care and education services to children and adolescents with autism is a complex process (see Fiske et al., 2014 ). Typically, the parent is working in collaboration with the educational system, the medical system, and a specialist in neurodevelopment (developmental pediatrician, neurologist, child psychiatrist, or psychologist). These systems each have a distinct role in the child's care. They are often speaking a different “language” from one another, governed by the conventions and (in the case of special education) the laws of their field. At the most vulnerable time of diagnosis, families face the daunting task of negotiating between these professionals and trying to develop comprehensive programming and shared understanding of their child's strengths and needs. 相似文献
184.
185.
Frederick W. Derrick Nancy A. Williams Charles E. Scott 《Journal of Cultural Economics》2014,38(2):173-189
This paper advances the ongoing discussion of methods for predicting movie box office revenues with two contributions to the methodology and an out-of-sample test of the model. The first innovation is the development of a two-stage model using publicly available pre-release indicators to predict (1) initial week and (2) subsequent run box office revenues. To incorporate the experience-good nature of movies, the second stage is estimated by incorporating a proxy variable for box office success during the first week relative to predicted first week success. The second contribution is an empirical test of De Vany and Walls’ (J Econ Dyn Control 28:1035–1057, 2004) finding that the distribution of movie revenues has “heavy tails” and follows a non-Gaussian stable distribution with infinite variance. We estimate the two-stage model of a movie’s box office success on all general release movies in 1 year with both the Gaussian and stable distribution with heavy tails and infinite variance and find no evidence for the stable distribution in either stage of the estimation. This two-stage model is validated by comparing all general release movies in 3 future years (out-of-sample data) to the model’s predictions. 相似文献
186.
David A. Scott 《文物保护研究》2016,61(4):185-202
The pigments used by the ancient Egyptians constitute the most diverse pigment palette of the ancient world. This review discusses the pigments and binders which were used, arranged principally in terms of the colours themselves, namely, the white, green, grey, black, brown, blue, red, orange, and yellow pigments. The chemical identity of these pigments is discussed with some details regarding the artefacts or time periods from which the pigment concerned has been identified. Combinations of pigments were used for creating some colours, especially: greens, pinks, blues, yellows, and a variety of pale hues by mixing primary colours with a white addition, such as calcite. The identification of ancient Egyptian pigments is often aggravated by chemical interactions between pigment and binder media, or between the pigment and environmental pollutants, or both. The nature of the binders and varnishes used in ancient Egypt is briefly discussed. The identification of green pigments from ancient Egypt is often difficult, and some of the recent research concerning the topic is reviewed. In addition to including relevant details from older literature, this review provides a synopsis of recent studies which have appeared since the last major review carried out by Lee and Quirke in 2000. 相似文献
187.
Robert Scott Webster 《Educational Philosophy and Theory》2017,49(4):331-346
AbstractThe separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value and desire particular end purposes. Desires are recognised to be existential in character and are identified as being necessary for initiating actions. It is argued here that this aspect of desires is important for understanding the significance of a ‘reconnection’ because without it the purposes of education may remain only as abstract philosophical ideals. To make a difference and to challenge the isolating and miseducative tendencies of some measuring practices, educators must come to value particular purposes of education, and in addition, they must exercise the courage to enact them. This can be made possible because educators strongly care for and desire the actualisation of the purposes to which they are connected. 相似文献
188.
Kristin Sue Farley Shayne Piasta Mine Dogucu Ann O’Connell 《Early education and development》2017,28(4):488-505
Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators’ beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development. 相似文献
189.
Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
190.
Scott Casad 《Performance Improvement》2012,51(1):43-45
Multiple disciplines guide our practice, but none is more relevant than the wholesome approach of positive psychology. In Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (2011), the editors address four core areas: society, human development, institutional organizations, and future directions. The strength of this book lies in its comprehensive compilation of research‐based, applied, and integrated practices for improving the living, working, and social conditions of those we strive to help every day. Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (ISBN: 978‐0‐415‐87781‐7) is published by Routledge. 相似文献