全文获取类型
收费全文 | 15130篇 |
免费 | 208篇 |
国内免费 | 7篇 |
专业分类
教育 | 11057篇 |
科学研究 | 1251篇 |
各国文化 | 107篇 |
体育 | 1248篇 |
综合类 | 7篇 |
文化理论 | 93篇 |
信息传播 | 1582篇 |
出版年
2021年 | 119篇 |
2020年 | 198篇 |
2019年 | 307篇 |
2018年 | 420篇 |
2017年 | 427篇 |
2016年 | 395篇 |
2015年 | 240篇 |
2014年 | 322篇 |
2013年 | 2852篇 |
2012年 | 331篇 |
2011年 | 400篇 |
2010年 | 249篇 |
2009年 | 246篇 |
2008年 | 348篇 |
2007年 | 257篇 |
2006年 | 325篇 |
2005年 | 223篇 |
2004年 | 213篇 |
2003年 | 196篇 |
2002年 | 231篇 |
2001年 | 328篇 |
2000年 | 303篇 |
1999年 | 272篇 |
1998年 | 130篇 |
1997年 | 171篇 |
1996年 | 181篇 |
1995年 | 183篇 |
1994年 | 148篇 |
1993年 | 170篇 |
1992年 | 245篇 |
1991年 | 219篇 |
1990年 | 214篇 |
1989年 | 251篇 |
1988年 | 254篇 |
1987年 | 212篇 |
1986年 | 210篇 |
1985年 | 230篇 |
1984年 | 193篇 |
1983年 | 238篇 |
1982年 | 176篇 |
1981年 | 164篇 |
1980年 | 160篇 |
1979年 | 232篇 |
1978年 | 184篇 |
1977年 | 165篇 |
1976年 | 153篇 |
1975年 | 129篇 |
1974年 | 119篇 |
1973年 | 127篇 |
1971年 | 108篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
11.
本文要点: ◆遗传型是机体全部遗传基因的总和,代表了个体的遗传潜力.在决定个体的解剖、生化、生理、行为等特性或遗传表型(如褐色的眼睛、75kg的体重、50 ml/kg/min的最大摄氧量等)上起主导作用. 相似文献
12.
D J Bakker 《Journal of learning disabilities》1992,25(2):102-109
Evidence shows that initial and advanced learning to read are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left-hemispheric reading strategies may result in L-type dyslexia, characterized by hurried and inaccurate reading. P-type dyslexia, characterized by a slow and fragmented style of reading, may result from the inability to shift from the predominant generation of right-hemispheric reading strategies to the predominant generation of left-hemispheric reading strategies. Results of investigations concerning the validity of the L/P-typology are discussed, as are the reading effects of hemisphere-specific and hemisphere-alluding stimulation in children with L- and P-type dyslexia. 相似文献
13.
14.
15.
Donald D. Deshler Jean B. Schumaker B. Keith Lenz Janis A. Bulgren Michael F. Hock Jim Knight Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108
Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively. 相似文献
16.
Raymond D. Boisvert 《Journal of Philosophy of Education》2002,36(4):621-628
Naoko Saito has made a good case for emphasising the 'tragic' dimension within Dewey's pragmatism. My response suggests ways in which Saito has not gone far enough. She does not adequately move beyond 'procedural pragmatism' to a 'programmatic pragmatism' which offers substantive articulations about the human good. In addition, her emphasis on 'Emersonian perfectionism' is misguided. Both the language of 'perfectionism' and the figure of Emerson are unsuitable for the project she intends. Speaking more concretely of a 'tragic–comic meliorism' allied to the novelist Hawthorne, it is suggested, provides a more fruitful path. 相似文献
17.
18.
19.
JOHN D. WEST DONALD L. BUBENZER TERRY PINSONEAULT VIRGINIA HOLEMAN 《Counselor Education & Supervision》1993,33(2):127-138
Three supervision modalities (live, delayed review, and verbal reports) in training marital and family counselors are discussed with attention given to goals, supervisory considerations, advantages, and disadvantages of each modality. 相似文献
20.