全文获取类型
收费全文 | 4079篇 |
免费 | 78篇 |
国内免费 | 1篇 |
专业分类
教育 | 2968篇 |
科学研究 | 310篇 |
各国文化 | 34篇 |
体育 | 283篇 |
综合类 | 9篇 |
文化理论 | 24篇 |
信息传播 | 530篇 |
出版年
2022年 | 35篇 |
2021年 | 44篇 |
2020年 | 64篇 |
2019年 | 110篇 |
2018年 | 140篇 |
2017年 | 170篇 |
2016年 | 158篇 |
2015年 | 100篇 |
2014年 | 136篇 |
2013年 | 798篇 |
2012年 | 115篇 |
2011年 | 136篇 |
2010年 | 117篇 |
2009年 | 103篇 |
2008年 | 119篇 |
2007年 | 107篇 |
2006年 | 83篇 |
2005年 | 77篇 |
2004年 | 86篇 |
2003年 | 61篇 |
2002年 | 58篇 |
2001年 | 42篇 |
2000年 | 65篇 |
1999年 | 64篇 |
1998年 | 45篇 |
1997年 | 40篇 |
1996年 | 41篇 |
1995年 | 41篇 |
1994年 | 30篇 |
1993年 | 45篇 |
1992年 | 42篇 |
1991年 | 47篇 |
1990年 | 66篇 |
1989年 | 54篇 |
1988年 | 48篇 |
1987年 | 29篇 |
1986年 | 41篇 |
1985年 | 44篇 |
1984年 | 39篇 |
1983年 | 31篇 |
1982年 | 32篇 |
1981年 | 24篇 |
1980年 | 23篇 |
1979年 | 36篇 |
1978年 | 32篇 |
1977年 | 25篇 |
1976年 | 21篇 |
1974年 | 22篇 |
1971年 | 18篇 |
1968年 | 22篇 |
排序方式: 共有4158条查询结果,搜索用时 14 毫秒
61.
Olson Joanne K. Cox-Petersen Anne M. McComas William F. 《Journal of Science Teacher Education》2001,12(3):155-173
Journal of Science Teacher Education - 相似文献
62.
63.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
64.
To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6-8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must be used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing. 相似文献
65.
66.
67.
68.
69.
Henry I. Braun 《Journal of Educational Measurement》1988,25(3):171-191
Extracting policy-relevant information from large national surveys of educational achievement is ordinarily a nontrivial task. It is made more treacherous when the data are expressed on scales that are not uniquely determined. The paper begins with a critical analysis of a recent attempt to interpret the findings on reading achievement obtained by the National Assessment of Educational Progress (NAEP). It then describes a new approach to the quantification and interpretation of change and demonstrates its appropriateness for repeated cross-sectional designs such as NAEP. Limitations imposed by the survey design and the nature of the measurements are highlighted 相似文献
70.
Rabbits (Oryctolagus cuniculus) were given either a 100% or a 50% reinforcement schedule in classical conditioning. Two groups received an aversive US (shock) and two groups received an appetitive US (water to the oral cavity). With parameter estimates for the two-phase model serving as the dependent variables, it was possible to define more precisely the effect of US omission with the intermittent reinforcement schedule. For the aversive preparation, the major effect of intermittent reinforcement was to increase the duration of Phase 1, a phase during which response likelihood remains constant at its initial value. Only a small proportion of subjects reflected the effect of US omission during Phase 2, the “learning” phase, this being a low operator limit following trials on which neither the CR nor the US occurred. The major effect of US omission for the appetitive preparation was in Phase 2, primarily a result of a minority of subjects having a low operator limit following trials on which neither the CR nor the US occurred. Many subjects required separate operators for trials on which the CR did or did not occur. The results were interpreted to pose difficulties for strength theories of conditioning, and the limitation implied for successful application of the Rescorla-Wagner theory are discussed. The implications of the data for response-contingent interpretations and for individual differences are also discussed. 相似文献