全文获取类型
收费全文 | 2723篇 |
免费 | 60篇 |
国内免费 | 1篇 |
专业分类
教育 | 2295篇 |
科学研究 | 38篇 |
各国文化 | 39篇 |
体育 | 88篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 316篇 |
出版年
2022年 | 9篇 |
2021年 | 41篇 |
2020年 | 47篇 |
2019年 | 69篇 |
2018年 | 87篇 |
2017年 | 102篇 |
2016年 | 103篇 |
2015年 | 75篇 |
2014年 | 104篇 |
2013年 | 589篇 |
2012年 | 88篇 |
2011年 | 82篇 |
2010年 | 65篇 |
2009年 | 89篇 |
2008年 | 91篇 |
2007年 | 75篇 |
2006年 | 55篇 |
2005年 | 70篇 |
2004年 | 85篇 |
2003年 | 56篇 |
2002年 | 49篇 |
2001年 | 44篇 |
2000年 | 50篇 |
1999年 | 49篇 |
1998年 | 34篇 |
1997年 | 38篇 |
1996年 | 46篇 |
1995年 | 34篇 |
1994年 | 39篇 |
1993年 | 34篇 |
1992年 | 45篇 |
1991年 | 34篇 |
1990年 | 28篇 |
1989年 | 16篇 |
1988年 | 17篇 |
1987年 | 14篇 |
1986年 | 16篇 |
1985年 | 17篇 |
1984年 | 19篇 |
1983年 | 19篇 |
1982年 | 13篇 |
1981年 | 20篇 |
1980年 | 12篇 |
1979年 | 11篇 |
1978年 | 11篇 |
1976年 | 10篇 |
1975年 | 9篇 |
1971年 | 8篇 |
1970年 | 13篇 |
1969年 | 8篇 |
排序方式: 共有2784条查询结果,搜索用时 31 毫秒
181.
182.
183.
Susan D. Moisey 《Innovative Higher Education》1984,9(1):5-18
Many of the models and paradigms that underlie open learning are based on inappropriate mechanistic, closed-system models-to name two, Instructional Systems Design (ISD) and behaviorism. This paper explores the roots of the open learning systems approach to education and examines the relationship between the goals of this approach and the models and methodologies that have followed its implementation. These models are then analyzed within the context of the theory of open and closed systems and a number of incongruities noted. An open systems orientation toward the development of learning systems is suggested and recommendations are made for its implementation. 相似文献
184.
185.
186.
187.
Julie M. Meeks Gardner Sally M. Grantham-McGregor Susan M. Chang John H. Himes Christine A. Powell 《Child development》1995,66(6):1785-1797
It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months. 相似文献
188.
189.
190.