全文获取类型
收费全文 | 10331篇 |
免费 | 83篇 |
国内免费 | 9篇 |
专业分类
教育 | 6933篇 |
科学研究 | 1362篇 |
各国文化 | 122篇 |
体育 | 705篇 |
综合类 | 5篇 |
文化理论 | 94篇 |
信息传播 | 1202篇 |
出版年
2020年 | 103篇 |
2019年 | 156篇 |
2018年 | 170篇 |
2017年 | 211篇 |
2016年 | 180篇 |
2015年 | 123篇 |
2014年 | 194篇 |
2013年 | 2041篇 |
2012年 | 173篇 |
2011年 | 167篇 |
2010年 | 140篇 |
2009年 | 156篇 |
2008年 | 188篇 |
2007年 | 178篇 |
2006年 | 171篇 |
2005年 | 145篇 |
2004年 | 130篇 |
2003年 | 124篇 |
2002年 | 116篇 |
2001年 | 127篇 |
2000年 | 148篇 |
1999年 | 128篇 |
1998年 | 86篇 |
1997年 | 82篇 |
1996年 | 94篇 |
1994年 | 101篇 |
1993年 | 111篇 |
1992年 | 144篇 |
1991年 | 150篇 |
1990年 | 148篇 |
1989年 | 154篇 |
1988年 | 126篇 |
1987年 | 139篇 |
1986年 | 147篇 |
1985年 | 160篇 |
1984年 | 155篇 |
1983年 | 154篇 |
1982年 | 120篇 |
1981年 | 131篇 |
1980年 | 109篇 |
1979年 | 150篇 |
1978年 | 153篇 |
1977年 | 108篇 |
1976年 | 108篇 |
1975年 | 101篇 |
1974年 | 84篇 |
1973年 | 101篇 |
1972年 | 86篇 |
1971年 | 80篇 |
1970年 | 83篇 |
排序方式: 共有10000条查询结果,搜索用时 7 毫秒
1.
As a group, students with learning disabilities (LD) have social difficulties. One possible explanation for these difficulties is the unique way they process social information. Although students with LD may differ from their nondisabled peers in their social cognition, investigators have suggested the presence of subgroups within the population of students with LD who may differ in their social competence and, thereby, shed light on the source of the difficulties. The present exploratory study examined how two subgroups of students with LD in inclusive settings, students with high and low social status, perceive social situations. Using a sociometric technique, three students with LD receiving high social‐status ratings and three students with LD receiving low social‐status ratings were identified. A qualitative approach was used to gather and evaluate data from the participants and their teachers. Results suggested differences between the two subgroups in their (1) sensitivity to cues in the environment, (2) interpretation of social situations in relation to their own experiences, and (3) levels of self‐control. Implications of these findings for practice and future research are discussed. 相似文献
2.
3.
Lisa M. W. DaDeppo 《Learning disabilities research & practice》2009,24(3):122-131
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed. 相似文献
4.
5.
6.
W. A. HART 《Journal of Philosophy of Education》1993,27(1):17-27
The project of studying children in order to understand them, which lies at the heart of contemporary thinking about children and their education, is misconceived. It rests, jrst of all, upon a false belief that we can only come to know something properly by deliberately and systematically pursuing knowledge of it. Secondly, it offers a paradigm of knowing children which justifies parents and teachers in not giving themselves to children. By re-interpreting the problems that adults experience with children as technical, as arising from lack of information about them, it ignores the personal and moral dimension of adults' relations with children and thus further alienates them from one another. 相似文献
7.
Gerald W. Bracey 《Educational Measurement》1992,11(4):5-6
Do students today know less than their parents or grandparents did as students? Are they being academically outclassed by students of other nations? Or have ideologically driven policy makers painted an unnecessarily negative picture of student achievement? 相似文献
8.
Chaos theory, informational needs, and natural disasters 总被引:2,自引:0,他引:2
Timothy L. Sellnow Matthew W. Seeger Robert R. Ulmer 《Journal of Applied Communication Research》2002,30(4):269-292
This study applies chaos theory to a system-wide analysis of crisis communication in a natural disaster. Specifically, we analyze crisis communication during the 1997 Red River Valley flood in Minnesota and North Dakota. This flood, among the worst in modern American history, consumed entire metropolitan areas, displacing thousands of people. The conditions and decisions leading to the disaster, and the subsequent reactions are retraced. Communication related to river crest predictions (fractals), the shock at the magnitude of the crisis (cosmology episode), novel forms of reorganizing (self-organization), and agencies that aided in establishing a renewed order (strange attractors) are evaluated. Ultimately, we argue that preexisting sensemaking structures favoring rationalized, traditional views of a complex system led officials to make inappropriately unequivocal predictions and ultimately diminished the effectiveness of the region's crisis communication and planning. 相似文献
9.
10.
Students who are deaf or hard of hearing (SDHH) often use test accommodations when they participate in large-scale, standardized assessments. The purpose of this article is to present findings from the Third Annual Survey of Assessment and Accommodations for Students who are Deaf or Hard of Hearing. The "big five" accommodations were reported by at least two-thirds of the 389 participants: extended time, small group/individual administration, test directions interpreted, test items read aloud, and test items interpreted. In a regression analysis, language used in instruction showed the most significant effects on accommodations use. The article considers these findings in light of a more proactive role for the National Survey in providing evidence for the effectiveness of accommodations with SDHH. 相似文献