全文获取类型
收费全文 | 11051篇 |
免费 | 96篇 |
国内免费 | 11篇 |
专业分类
教育 | 7060篇 |
科学研究 | 2107篇 |
各国文化 | 78篇 |
体育 | 788篇 |
综合类 | 5篇 |
文化理论 | 72篇 |
信息传播 | 1048篇 |
出版年
2021年 | 94篇 |
2020年 | 136篇 |
2019年 | 215篇 |
2018年 | 270篇 |
2017年 | 249篇 |
2016年 | 195篇 |
2015年 | 145篇 |
2014年 | 195篇 |
2013年 | 1930篇 |
2012年 | 220篇 |
2011年 | 201篇 |
2010年 | 178篇 |
2009年 | 163篇 |
2008年 | 164篇 |
2007年 | 176篇 |
2006年 | 141篇 |
2005年 | 146篇 |
2004年 | 132篇 |
2003年 | 132篇 |
2002年 | 126篇 |
2001年 | 167篇 |
2000年 | 177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 | 143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 | 138篇 |
1978年 | 120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
181.
H. T. G. Van den Hurk A. A. M. Houtveen W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249
The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction. 相似文献
182.
Eveline de Boer Fred J. J. M. Janssen Jan H. van Driel 《Journal of Science Teacher Education》2016,27(3):303-324
To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences. 相似文献
183.
Kinetic knowledge is of great importance in achieving good control of the pyrolysis and gasification process and optimising
system design. An overall kinetic pyrolysis scheme is therefore addressed here. The kinetic modelling incorporates the following
basic steps: the degradation of the virgin biomass materials into primary products (tar, gas and semi-char), the decomposition
of primary tar into secondary products and the continuous interaction between primary gas and char. The last step is disregarded
completely by models in the literature. Analysis and comparison of predicted results from different kinetic schemes and experimental
data on our fixed bed pyrolyser yielded very positive evidence to support our kinetic scheme.
Project (No. 2001CB409600) Supported by the National Key Basic Research Program (973) of China 相似文献
184.
Parents' role in the decision process 总被引:1,自引:0,他引:1
185.
Fourteen behavioral measures were ranked according to their ability to differentiate performances of a wild population of mice from three domestic inbred strains. These “wildness” rankings were then analyzed for their ability to predict genetic and Genotype by Environment interactions. Genetic parameters were derived from analysis of three inbred domestic strains and their three hybrid crosses via the diallel technique of genetic analysis. Genotype by Environment interactions were assessed both as mean differences in stock performances resulting from rearing in a laboratory vs naturalistic environment and as differences in environmental variability within stock genotypes. Behavioral characters ranking high on “wildness” failed to demonstrate any unitary pattern of Genotype by Environment interactions. The diallel genetic analysis revealed many examples of additive variation but relatively few examples of dominant variation. An extremely wide range of interactions occurred between genotype and rearing environments, with “wildness” and “developmental homeostasis” concepts both failing to account for all the observed interactions. 相似文献
186.
187.
188.
Thomas H. Turney 《Learning & behavior》1976,4(4):363-366
Long-Evans rats were trained on an easy simultaneous discrimination problem and then transferred to a hard discrimination problem. The discriminanda were different orientations of stripes. In Experiment I, transfer was intradimensional with stimulus generalization controlled. The easy-to-hard effect was not found. In Experiment II transfer was intradimensional and either compatible (nonreversal) or incompatible (reversal). With compatible transfer, rats trained on a prior easy problem learned the hard problem faster than rats trained only on the hard problem. Persistent negative transfer was found with incompatible transfer. Attention was not supported as underlying the easy-to-hard effect. Explanations based on specific sources of intradimensional transfer, such as stimulus generalization or adaptation level, are suggested. 相似文献
189.
190.
Attitudinal data were collected for a sample of 492 parents and public school children before implementation of a metropolitan desegregation plan and for 2 years after implementation. The variables measured included racial attitudes, feelings out desegregation, and school-related attitudes. There were small but significant changes on 7 of the 11 measures, with most of the changes occurring during the first year. There were race and grade-level differences on some of the variables before desegregation, but race and grade level were generally not related to changes over time.This research has been supported by a grant from the Rockefeller Foundation, Division of Social Sciences. 相似文献