全文获取类型
收费全文 | 11066篇 |
免费 | 96篇 |
国内免费 | 11篇 |
专业分类
教育 | 7060篇 |
科学研究 | 2112篇 |
各国文化 | 81篇 |
体育 | 792篇 |
综合类 | 5篇 |
文化理论 | 72篇 |
信息传播 | 1051篇 |
出版年
2021年 | 97篇 |
2020年 | 136篇 |
2019年 | 216篇 |
2018年 | 271篇 |
2017年 | 247篇 |
2016年 | 194篇 |
2015年 | 145篇 |
2014年 | 195篇 |
2013年 | 1932篇 |
2012年 | 221篇 |
2011年 | 200篇 |
2010年 | 181篇 |
2009年 | 164篇 |
2008年 | 166篇 |
2007年 | 178篇 |
2006年 | 139篇 |
2005年 | 144篇 |
2004年 | 133篇 |
2003年 | 134篇 |
2002年 | 127篇 |
2001年 | 167篇 |
2000年 | 175篇 |
1999年 | 153篇 |
1998年 | 81篇 |
1997年 | 90篇 |
1996年 | 111篇 |
1994年 | 94篇 |
1993年 | 92篇 |
1992年 | 131篇 |
1991年 | 140篇 |
1990年 | 144篇 |
1989年 | 162篇 |
1988年 | 119篇 |
1987年 | 115篇 |
1986年 | 158篇 |
1985年 | 152篇 |
1984年 | 127篇 |
1983年 | 128篇 |
1982年 | 113篇 |
1981年 | 93篇 |
1980年 | 103篇 |
1979年 | 139篇 |
1978年 | 121篇 |
1977年 | 104篇 |
1976年 | 101篇 |
1974年 | 110篇 |
1973年 | 92篇 |
1972年 | 84篇 |
1971年 | 108篇 |
1970年 | 80篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
941.
The structure of a retrospective information retrieval system that uses equifrequent word or text fragments is described, and its advantages over word oriented systems are mentioned briefly. Word fragments are proposed as retrieval elements, and a discussion is given of the changes required in order to process a query. Some necessary modifications in the treatment of logical operators are described, and two conditions are postulated as necessary for the successful operation of the system. Aspects of query processing are illustrated by experimental results obtained from single and two-term queries applied to a portion of the MARC tapes. 相似文献
942.
For some 300 years the modelling of uncertainty in the sciences has been totally dominated by probabilistic methods. Now, following major criticism of the theoretical foundations of probability theory, other approaches to dealing with uncertainty are being explored. 相似文献
943.
Susan H. Landry Paul R. Swank Jason L. Anthony Michael A. Assel 《Reading and writing》2011,24(8):971-1010
This paper describes the implementation and evaluation for scaling up a comprehensive early childhood teacher professional development program into 11 communities across 2 years with funding through state legislative actions. The comprehensive program had four major components based on results from a previous multi-condition random assignment study across four states. The previous results demonstrated that the most optimum approach for supporting children??s school readiness included: (1) teacher on-line professional development with facilitation, (2) classroom mentoring, (3) implementation of a research-based curriculum, and (4) technology-driven progress monitoring that informed instruction. The comprehensive professional development program was evaluated in a new state program designed to bring childcare, Head Start, and public school pre-kindergarten together into integrated partnerships. In Year 1, 220 teachers serving 3834 children were randomly assigned to either receive the comprehensive program or not. Teachers who served as controls in Year 1 received the program in Year 2, and those who received the program in Year 1 participated for an additional year in Year 2, allowing for examination of the effects of one versus 2 years of participation. The program improved teachers instructional practices relative to controls, and a second year of participation resulted in greater gains in children??s language and literacy. Results support the need for well-integrated, comprehensive professional development for early childhood educators. 相似文献
944.
Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers?? skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account. 相似文献
945.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
946.
The current study was designed to investigate how the quality of stimulation and support available to children in the home interacts with participation in Early Head Start to determine children's development. Data were obtained as part of the national evaluation of Early Head Start (EHSRE), a randomized trial involving 3,001 children and families from 17 program sites. Hierarchical linear regression analyses were used to examine the interaction of EHS with (a) early maternal emotional warmth and (b) provision of a stimulating home environment on children's development at ages 3 and 5. Findings showed EHS sometimes differentially benefited children who came from households where the levels of warmth and stimulation were lowest. However, there was evidence of other forms of moderation as well. 相似文献
947.
This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments. 相似文献
948.
Windsor J Benigno JP Wing CA Carroll PJ Koga SF Nelson CA Fox NA Zeanah CH 《Child development》2011,82(4):1040-1046
This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill. 相似文献
949.
950.
Charles H. Zeanah Megan R. Gunnar Robert B. McCall Jana M. Kreppner Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science. 相似文献