全文获取类型
收费全文 | 8004篇 |
免费 | 127篇 |
国内免费 | 8篇 |
专业分类
教育 | 5599篇 |
科学研究 | 873篇 |
各国文化 | 78篇 |
体育 | 682篇 |
文化理论 | 52篇 |
信息传播 | 855篇 |
出版年
2023年 | 41篇 |
2022年 | 57篇 |
2021年 | 95篇 |
2020年 | 157篇 |
2019年 | 250篇 |
2018年 | 315篇 |
2017年 | 305篇 |
2016年 | 283篇 |
2015年 | 166篇 |
2014年 | 233篇 |
2013年 | 1422篇 |
2012年 | 221篇 |
2011年 | 219篇 |
2010年 | 201篇 |
2009年 | 182篇 |
2008年 | 195篇 |
2007年 | 190篇 |
2006年 | 154篇 |
2005年 | 141篇 |
2004年 | 118篇 |
2003年 | 118篇 |
2002年 | 115篇 |
2001年 | 140篇 |
2000年 | 155篇 |
1999年 | 145篇 |
1998年 | 72篇 |
1997年 | 58篇 |
1996年 | 73篇 |
1995年 | 67篇 |
1994年 | 64篇 |
1993年 | 55篇 |
1992年 | 115篇 |
1991年 | 103篇 |
1990年 | 91篇 |
1989年 | 125篇 |
1988年 | 83篇 |
1987年 | 78篇 |
1986年 | 84篇 |
1985年 | 102篇 |
1984年 | 73篇 |
1983年 | 73篇 |
1982年 | 77篇 |
1981年 | 65篇 |
1980年 | 68篇 |
1979年 | 71篇 |
1978年 | 70篇 |
1977年 | 54篇 |
1976年 | 56篇 |
1974年 | 42篇 |
1973年 | 41篇 |
排序方式: 共有8139条查询结果,搜索用时 31 毫秒
991.
The purpose of this study was to quantify social interaction rhythms in 3- and 5-month-old term and preterm infants and their mothers. Infant-mother dyads were videotaped in a 3-min face-to-face paradigm. For each second of the interaction, separate scores were assigned to infant and mother indicating levels of affective involvement, creating 2 180-sec time series. Spectral and cross-spectral techniques were used to quantify periodicities in each member of the dyad and to estimate the synchrony or coherence of interactional rhythms between each infant and mother. Results showed the existence of periodicities in the behavior of each infant and mother at 3 and 5 months, with most subjects showing spectral peaks between .022 and .10 Hz. Increases from 3 to 5 months in behavioral periodicities were found for infants and mothers as well as for the coherence between infant-mother dyads. Term dyads showed higher coherence than preterm dyads at both 3 and 5 months. Term infants more often led the interaction at both ages. These results were taken as evidence that behavioral periodicities, which may be biologically based, underlie early mother-infant interaction and provide a temporal structure for the organization of cognitive and affective experience. Differences in synchrony between term and preterm infants may explain later reported differences in language between these groups. 相似文献
992.
Oliver T. Massey Kathleen Armstrong Michael Boroughs Kelli Henson Linda McCash 《Psychology in the schools》2005,42(4):361-372
Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005. 相似文献
993.
Rodney T. Hartnett 《Research in higher education》1981,14(3):211-227
This paper considers some important psychological aspects of the academic experience for male and female graduate faculty members and students. Drawing on data collected in a recent national study of doctoral program quality, information pertaining to the graduate department's environment for learning, the extent of faculty members' concern for students, graduate student assistantship experiences, and faculty members' satisfactions and views about various departmental practices and policies are examined. Gender differences in both student and faculty member perceptions of their environments were found to be generally slight and to vary by discipline. 相似文献
994.
995.
Ford K Hoyer P Weglicki L Kershaw T Schram C Jacobson M 《The Journal of perinatal education》2001,10(2):15-22
The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy. 相似文献
996.
Is it still possible to combine two programmes of study in higher education, and if so, what are the characteristics of these double‐students and what kind of obstacles do they face? In the Netherlands, about 10 percent of students in university education take two studies at the same time.
Different theoretical approaches offer hypotheses to explain the choice of students for a second study, compared to students who pursue the regular one‐study programme. Human capital as well as financial (socio‐economic) capital theory provides some insights in this choice process. Education programme‐related factors, as well as motivational and (social and academic) integration (Tinto, 1987) factors, will possibly be important determinants for pursuing one or two study programmes in higher education. 相似文献
997.
Wouter Schenke Jan H. van Driel Femke P. Geijsel Henk W. Sligte Monique L. L. Volman 《Teachers and Teaching》2016,22(5):553-569
Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three dimensions: reasons for collaboration, the division of roles and tasks, and the communication structure. Data were collected in interviews with participants from 12 Dutch projects, from documents and from meetings with participants. The results show that the parties involved can have the same reasons for cross-professional collaboration but that the external educational experts may also have additional objectives. Roles and tasks were divided in different ways, depending on who directs and guides the research and development, and whether teachers were involved as teacher researchers in the project. The communication structure appeared to be linked to the division of roles and tasks, but also to the number of participants in the project. The three dimensions proved to be valuable viewpoints to study cross-professional collaboration in R&D projects in Dutch secondary education. Furthermore, we distinguished four types of cross-professional collaboration in R&D projects. These types differ in the extent to which the school or the external party direct and guide the project: (a) School-directed collaboration; (b) School- and researcher-directed collaboration; (c) School- and adviser-directed collaboration; (d) Researcher-directed collaboration. Our findings can support participants to consciously choose a particular type of cross-professional collaboration that fits their purposes and specific situation. 相似文献
998.
OBJECTIVE: The purpose of this study was to clinically assess children's reactions to videocolposcopy with real-time observation of magnified anogenital images (VCO), and to evaluate whether these reactions are affected by patient or other characteristics such as response to preparation, disclosure of child sexual abuse (CSA), or examination findings. METHOD: Consecutive cases of children ages less than 18 years referred to a children's hospital clinic for nonemergent evaluation of suspected CSA during 1997 through 1999 were studied. We noted the child's response with clinical observation before and after videocolposcopy, and used the Genital Examination Distress Scale (GEDS) after evaluation. We compared these responses to patient gender, age, ethnicity, pubertal status, disclosure of child sexual abuse (CSA), and physical examination findings using univariate and regression analyses. RESULTS: Two hundred twenty-seven children (mean age 7.2 years, range 0-17) underwent videocolposcopy, of whom 55.1% disclosed sexual abuse and 17.2% had a positive examination. More than 80% were female, prepubertal, and non-Hispanic White. Most (85%) watched their examination on the monitor and were either cooperative or enthusiastic before and after videocolposcopy. Fewer very young children (ages 0-3 years) or female adolescents (13-17 years) watched the monitor. Summed GEDS scores were strongly correlated with observed responses after the procedure (p = .01), and children with CSA disclosure were three times more likely to watch the monitor and five times more likely than those without disclosure to have improved comfort. Other patient characteristics were not significantly associated with patient reaction to VCO. CONCLUSIONS: Most children are interested in watching their anogenital examination using magnified real-time images obtained during videocolposcopy and tolerate the procedure well. The GEDS is highly correlated with subjective clinical observation. While some children may particularly benefit from participating in their examination by using VCO, long-term effects of the evaluation and any relationship of a child's reaction to videocolposcopy with their history of sexual victimization remain to be established. 相似文献
999.
ABSTRACTChristians are called to be a witness to the coming of the Kingdom of God and to cultivate practices in which peace and justice may flourish. In order to serve God in their daily work, Christians are faced with situations that cause both hope and despair. In this article, we explore what the concept of hope means for the education of Christian professionals. How does hope help them to fulfill their professional duty, especially in situations in which perseverance and courage are needed? We first elaborate on what Snyder (1994), one of the founding fathers of the field of positive psychology, wrote about hope. However interesting Snyder's ideas may be, we contend that the project-based attitude to the future that guides his research does not help us to develop a full understanding of the ambiguities and urgencies of professional practice. According to the scholarship of Schön (1991) and Bourdieu (1998), hope has been described as the active anticipation of a future state of affairs. Because hope anticipates a reality that does not yet exist, it always is a risky enterprise. To use a colloquial expression, we can never be sure whether or not we are betting on the wrong horse. Kelsey (2009) reflected on hope from a theological-anthropological perspective. He argued that hope is always a response to something that is eccentric to humankind. Professionals do not bring hope themselves, but rather orient themselves to something that transcends the horizon of human existence. From a Christian point of view, hope is grounded in the community with the living God. 相似文献
1000.
Breanne K. Litts Yasmin B. Kafai Debora A. Lui Justice T. Walker Sari A. Widman 《Journal of Science Education and Technology》2017,26(5):494-507
Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms. 相似文献