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901.
Defiant behavior in two- and three-year-olds is a natural expression of a young child’s growing autonomy, and, although frustrating
to adults, is a natural phase of a child’s socio-emotional growth. L.S. Vygotsky’s socio-historical theory of the development
included a discussion of “crisis” periods, one of which he felt occurred at age three. The crisis that Vygotsky asserted occurred
at three is characterized by a group of seven “behaviors”, all of which indicate a struggle with the child’s position in relation
to family social structures. This study examined the occurrences and characteristics of defiant behavior in two-and three-year-old
children during outdoor play at a child development center, and the existence and context of defiant behaviors the modern
childcare setting. Patterns in defiant behaviors during play in different age groups were apparent, and suggested an instrument
to facilitate the documentation and analysis of defiant behavior in modern group-care settings. 相似文献
902.
A new attack is proposed to show that a specified group of verifiers can cooperate to forge the signature for any message by secret key substitution due to the leaked secret key or by the group public key adjustment because of the renewed members. This paper presents the improvement scheme which overcomes the security weakness of Laih and Yen's scheme. 相似文献
903.
There have been relatively few single case studies concerned with the remediation of spelling deficits among developmental
impairments. Among these there have been a small number that targeted specific components of the spelling process and used
linguistic theories as theoretical underpinning for the development of remediation procedures. This single case study examines
remediation of writing skills and aims at evaluating two different lexically based intervention methods, one of which used
Optimality Theory as its basis. We applied a rule-based remediation and an intervention method using whole-word forms to a
child with selective impairments in the lexical-graphemic components. The investigation was done with words in which phoneme-grapheme-correspondences
in word final position change due to voicing neutralization. The individual exhibited a method- and item-specific effect with
respect to the rule-based method. In addition, a transfer effect to untreated items and a generalization effect to untrained
but related tasks was observed. The absence of a method-specific and a generalization effect for the whole-word form intervention
and the success of the rule-based method is determined by the specific cognitive component(s)s that constitute the source
of the deficit and the appropriateness of Optimality Theory to address this particular deficit. 相似文献
904.
The results of this study conducted at the University of Michigan (n = 289) indicate that students with more experiences with diversity, particularly enrollment in diversity courses and positive interactions with diverse peers, are more likely to score higher on academic self-confidence, social agency, and critical thinking disposition. In addition, the study provides evidence that diversity experiences may work together to foster development of certain aspects of self.The work reported herein is supported under the National Institute for Student Achievement, Curriculum and Assessment program, agreement number R305T990402-00, CFDA/Subprogram No: 84.305T, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of OERI or the U.S. Department of Education. 相似文献
905.
In two experiments with rats, we examined the developmental emergence of conditioned freezing following trace and short-delay
conditioning and also included a long-delay comparison group. In the short-delay and trace groups, a 10-sec conditioned stimulus
(CS) was paired with shock; for the trace rats, a 10-sec trace interval followed CS termination. The long-delay groups received
a 20-sec CS paired with shock, to equate for the longer interstimulus interval (ISI) in the trace group. Trace conditioning
emerged later in development than did short-delay conditioning (see Moye & Rudy, 1987). Importantly, long-delay conditioning
emerged in parallel with trace conditioning, at a similar time, and with similar strength. These findings suggest a role for
the longer ISI, as opposed to the unfilled gap per se, in the late emergence of trace conditioning. The role of the hippocampus
in trace conditioning and the possibility that young rats encode the temporal relationship between CSs and unconditioned stimuli
are also considered. 相似文献
906.
Objective: To investigate the cytokine response pattern (IL-4/IFN-γ) in infants with RSV infections and bronchiolitis during the acute phase. Methods: Four-color flow cytometry was used to measure intracellular IL-4 and IFN-γ expressions in peripheral blood CD3+ and CD8+ lymphocytes from RSV-infected and bronchiolitis infants. Serum IL-4 and IFN-γ levels were also determined. Results: RSV-infected and bronchiolitis infants showed no statistical differences from not-RSV-infected or pneumonia infants and control in the frequency of IL-4 and IFN-γ expressions in CD3+CD8- lymphocytes, showed no obvious Th1/Th2 imbalance, while IFN-γ was expressed much more frequently in CD3+CD8+ lymphocytes. Systematically, RSV-infected and bronchiolitis infants showed much lower levels of serum IL-4 and IL-4/IFN-γ ratios and much higher serum IFN-γ levels than control. However, there were no statistical differences in the above three indices between RSV-infected and not-RSV infected infants or between bronchiolitis and pneumonia infants, except that bronchiolitis infants had a higher level of serum IFN-γ than pneumonia infants statistically. Conclusions: There is no type-2 cytokine response predominance in the acute phase of RSV infection and bronchiolitis. IL-4 production is suppressed and IFN-γ production upregulated, the latter being most prominent in bronchiolitis infants. 相似文献
907.
Betsy?L.?L.?NgEmail author W.?C.?Liu John?C.?K.?Wang 《International Journal of Science and Mathematics Education》2016,14(7):1359-1376
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献
908.
An integrated DBP for streams with (<Emphasis Type="Italic">m,k</Emphasis>)-firm real-time guarantee
(m,k)-firm real-time or weakly hard real-time (WHRT) guarantee is becoming attractive as it closes the gap between hard and soft
(or probabilistic) real-time guarantee, and enables finer granularity of real-time QoS through adjustingm andk. For multiple streams with (m, k)-firm constraint sharing a single server, an, on-line priority assignment policy based on the most recentk-length history of each stream called distance based priority (DBP) has been proposed to assign priority. In case of priority
equality among these head-of-queue instances, Earliest Deadline First (EDF) is used. Under the context of WHRT schedule theory,
DBP is the most popular, gets much attention and has many applications due to its straightforward priority assignment policy
and easy implementation. However, DBP combined with EDF cannot always provide good performance, mainly because the initial,
DBP does not underline the rich information on deadline met/missed distribution, specially streams in various failure states
which will travel different distances to restore success states. Considering how to effectively restore the success state
of each individual stream from a failure state, an integrated DBP utilizing deadline met/missed distribution is proposed in
this paper. Simulation results validated the performance improvement of this proposal.
Project supported by the National Natural Science Foundation of China (No.60203030) and Advanced Research Program of France-China
(Nos. PRA S101-04, PRA S103-02) 相似文献
909.
The long-arm and short-arm genes of fibroin light chain (L-chain) of silkworm,Bombyx Mori L., and the gene of human acidic fibroblast growth factor were cloned respectively and subsequently inserted into a transfer
vector pVL 1392 used as a tool to target the L-chain region of the silkworm genome. Genomic DNA from their offsprings was
extracted and the expected targeting was detected using polymerase chain reaction and DNA sequencing, as well as protein analysis.
The results showed that positive events occurred and that the FGF gene was integrated into the L-chain locus through homologous
recombination.
Project supported by the Scientific Research Foundation for Returned Overseas Chinese Scholars, Education Ministry of China
and the Natural Science Foundation of Zhejiang Province (No. 301306), China 相似文献
910.
Philip?HallingerEmail authorView authors OrcID profile Thang?Truong 《Asia Pacific Education Review》2016,17(4):677-690
Over the past 20 years, relational theories of leadership have gained increased traction in the global discourse in educational leadership. This is observable in the increased frequency with which scholars have begun to construct leadership within the sociocultural and institutional systems of different societies. This study addressed the question, “How is effective school leadership constructed in the multi-faceted education context of modern day Vietnam?” We employed a multi-site case study research design to collect qualitative data from several stakeholder groups in three Vietnamese schools. Analysis centered on describing and synthesizing how principal leadership was constructed in these settings. This study “contextualized school leadership” by describing how leadership themes of managing relationships, preserving harmony, and teacher empowerment were shaped by institutional, political and socio-cultural forces in Vietnamese society. The findings support the importance of contextualizing leadership in order to understand differences in how “effective school leadership” is constructed and understood across different societies. 相似文献