全文获取类型
收费全文 | 14200篇 |
免费 | 49篇 |
国内免费 | 64篇 |
专业分类
教育 | 9022篇 |
科学研究 | 984篇 |
各国文化 | 441篇 |
体育 | 2305篇 |
综合类 | 260篇 |
文化理论 | 93篇 |
信息传播 | 1208篇 |
出版年
2023年 | 119篇 |
2022年 | 118篇 |
2021年 | 67篇 |
2020年 | 73篇 |
2019年 | 75篇 |
2018年 | 59篇 |
2016年 | 93篇 |
2015年 | 240篇 |
2014年 | 579篇 |
2013年 | 658篇 |
2012年 | 656篇 |
2011年 | 1109篇 |
2010年 | 704篇 |
2009年 | 515篇 |
2008年 | 675篇 |
2007年 | 593篇 |
2006年 | 750篇 |
2005年 | 698篇 |
2004年 | 626篇 |
2003年 | 639篇 |
2002年 | 437篇 |
2001年 | 214篇 |
2000年 | 201篇 |
1999年 | 149篇 |
1998年 | 89篇 |
1997年 | 125篇 |
1996年 | 110篇 |
1995年 | 135篇 |
1994年 | 143篇 |
1993年 | 134篇 |
1992年 | 161篇 |
1991年 | 155篇 |
1990年 | 192篇 |
1989年 | 178篇 |
1988年 | 232篇 |
1987年 | 312篇 |
1986年 | 287篇 |
1985年 | 347篇 |
1984年 | 259篇 |
1983年 | 244篇 |
1982年 | 211篇 |
1981年 | 182篇 |
1980年 | 106篇 |
1979年 | 48篇 |
1958年 | 35篇 |
1957年 | 49篇 |
1956年 | 62篇 |
1955年 | 63篇 |
1954年 | 67篇 |
1953年 | 41篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
971.
1939年夏天,爱因斯坦到位于纽约东部的长岛度假.而我的祖父--大卫·罗斯曼,在那里经营着罗斯曼百货公司.6月的一天,爱因斯坦走进店里.尽管祖父一眼就认出了他,但还是把他当作一名普通顾客对待. 相似文献
972.
974.
975.
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
976.
Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world. 相似文献
977.
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed. 相似文献
978.
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
979.
Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD. 相似文献
980.
Al Otaiba S Folsom JS Schatschneider C Wanzek J Greulich L Meadows J Li Z Connor CM 《Exceptional children》2011,77(4):453-470
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. 相似文献