全文获取类型
收费全文 | 23506篇 |
免费 | 281篇 |
国内免费 | 14篇 |
专业分类
教育 | 16703篇 |
科学研究 | 1920篇 |
各国文化 | 250篇 |
体育 | 2293篇 |
综合类 | 7篇 |
文化理论 | 212篇 |
信息传播 | 2416篇 |
出版年
2021年 | 235篇 |
2020年 | 359篇 |
2019年 | 537篇 |
2018年 | 728篇 |
2017年 | 665篇 |
2016年 | 663篇 |
2015年 | 402篇 |
2014年 | 533篇 |
2013年 | 4236篇 |
2012年 | 484篇 |
2011年 | 536篇 |
2010年 | 402篇 |
2009年 | 434篇 |
2008年 | 473篇 |
2007年 | 439篇 |
2006年 | 414篇 |
2005年 | 358篇 |
2004年 | 389篇 |
2003年 | 304篇 |
2002年 | 323篇 |
2001年 | 458篇 |
2000年 | 508篇 |
1999年 | 434篇 |
1998年 | 255篇 |
1997年 | 248篇 |
1996年 | 306篇 |
1995年 | 244篇 |
1994年 | 257篇 |
1993年 | 220篇 |
1992年 | 349篇 |
1991年 | 366篇 |
1990年 | 339篇 |
1989年 | 364篇 |
1988年 | 336篇 |
1987年 | 325篇 |
1986年 | 325篇 |
1985年 | 370篇 |
1984年 | 292篇 |
1983年 | 303篇 |
1982年 | 239篇 |
1981年 | 247篇 |
1980年 | 259篇 |
1979年 | 349篇 |
1978年 | 258篇 |
1977年 | 238篇 |
1976年 | 199篇 |
1975年 | 181篇 |
1974年 | 182篇 |
1973年 | 176篇 |
1971年 | 174篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
981.
982.
983.
Paul J. Ford 《Ethics and Information Technology》2001,3(2):113-121
This is a follow-up article toPhilip Brey's ``The ethics of representation andaction in Virtual Reality' (published in thisjournal in January 1999). Brey's call for moreanalysis of ethical issues of virtual reality(VR) is continued by further analyzing issuesin a specialized domain of VR – namelymulti-user environments. Several elements ofBrey's article are critiqued in order to givemore context and a framework for discussion.Issues surrounding representations ofcharacters in multi-user virtual realities aresurveyed in order to focus attention on theimportance of additional discussion andanalysis of specialized aspects of VR. 相似文献
984.
985.
Sarah M. Bonner Jennifer A. Somers Gwendelyn J. Rivera Leslie S. Keiler 《Instructional Science》2017,45(4):417-438
We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains. 相似文献
986.
Shelby Waldron J. D. DeFreese Johna Register-Mihalik Brian Pietrosimone Nikki Barczak 《Quest (Human Kinetics)》2020,72(1):1-18
ABSTRACTThere is a growing trend toward specialization in American youth sport, evident in the number of elite youth competitions and position statements from major medical organizations. Despite growing interest on this topic for kinesiology professionals within higher education, there is a dearth in research regarding the relationship between specialization and athlete health outcomes, especially psychosocial outcomes. This critical review describes specialization theory and the limited extant research on the costs and benefits of single-sport specialization. Topics include: (a) the proposed benefits of specialization from the performance perspective; (b) early specialization and alternative sport participation pathways; (c) the posited psychosocial and physical health risks of sport specialization; (d) ethical concerns; and (e) methodological issues and recommendations for future research. Deeper understanding of the costs and benefits of sport specialization has significant practical implications for youth athletes’ performance and well-being and for other relevant stakeholders in the youth sport system. 相似文献
987.
Chinese students at an English-Language university: Prediction of academic performance 总被引:1,自引:0,他引:1
There is a paucity of systematic research on prediction of success at the tertiary education level for Asian students, despite the important role that universities play in Asian communities, and despite the increasing numbers of such students who are coming to the West to study. This study reviews evidence collected over the past ten to fifteen years, which relates to the issue of prediction of academic performance of Chinese students at an English-Language and Western-oriented university - the University of Hong Kong. This review is complemented by an analysis of data collected longitudinally over a five year period, using multiple regression, multiple correlation, path analysis and canonical correlation analyses. The results provide evidence of factors which are important in determining the ability of a student to adapt to the foreign cultural and language barriers that exist at this university. In particular, ability in English language and mathematics provides good and reasonably independent predictors of success. The data show the importance of considering the cultural background of students when assessing their aptitude for study, and offer information for Western universities regarding their admissions procedures for Chinese students. 相似文献
988.
C. E. Kennedy D. G. Danskin S. K. Edelman J. D. Steffen 《Counselor Education & Supervision》1970,9(4):272-276
This paper identifies several kinds of counselor activity for which practicum experiences have been or are being designed. These include individual and group counseling, outreach consultation, supervision of practicum students, and the study of student development. The SSD practicum is seen as sensitizing and predisposing the personnel worker to view action research as a relevant and crucial part of counselor education. 相似文献
989.
Helen R. Johnson Margaret J. J. Thompson Suzanne Wilkinson Louise Walsh Jonathon Balding Victoria Wright 《教育心理学》2002,22(5):553-556
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied. 相似文献
990.
Touch your toes! Developing a direct measure of behavioral regulation in early childhood 总被引:6,自引:0,他引:6
Claire E. Cameron Ponitz Megan M. McClelland Abigail M. Jewkes Carol McDonald Connor Carrie L. Farris Frederick J. Morrison 《Early childhood research quarterly》2008
Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings. 相似文献