全文获取类型
收费全文 | 25089篇 |
免费 | 456篇 |
国内免费 | 19篇 |
专业分类
教育 | 18022篇 |
科学研究 | 2132篇 |
各国文化 | 276篇 |
体育 | 2111篇 |
综合类 | 14篇 |
文化理论 | 198篇 |
信息传播 | 2811篇 |
出版年
2022年 | 183篇 |
2021年 | 277篇 |
2020年 | 420篇 |
2019年 | 660篇 |
2018年 | 916篇 |
2017年 | 897篇 |
2016年 | 777篇 |
2015年 | 475篇 |
2014年 | 738篇 |
2013年 | 4923篇 |
2012年 | 706篇 |
2011年 | 708篇 |
2010年 | 527篇 |
2009年 | 544篇 |
2008年 | 614篇 |
2007年 | 532篇 |
2006年 | 488篇 |
2005年 | 465篇 |
2004年 | 410篇 |
2003年 | 412篇 |
2002年 | 400篇 |
2001年 | 517篇 |
2000年 | 422篇 |
1999年 | 392篇 |
1998年 | 223篇 |
1997年 | 245篇 |
1996年 | 271篇 |
1995年 | 265篇 |
1994年 | 198篇 |
1993年 | 219篇 |
1992年 | 341篇 |
1991年 | 326篇 |
1990年 | 314篇 |
1989年 | 322篇 |
1988年 | 270篇 |
1987年 | 314篇 |
1986年 | 288篇 |
1985年 | 320篇 |
1984年 | 259篇 |
1983年 | 232篇 |
1982年 | 217篇 |
1981年 | 180篇 |
1980年 | 161篇 |
1979年 | 279篇 |
1978年 | 192篇 |
1977年 | 180篇 |
1976年 | 164篇 |
1975年 | 144篇 |
1974年 | 155篇 |
1971年 | 144篇 |
排序方式: 共有10000条查询结果,搜索用时 250 毫秒
11.
12.
13.
14.
15.
Lisa M. W. DaDeppo 《Learning disabilities research & practice》2009,24(3):122-131
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed. 相似文献
16.
17.
Stephen T. Kerr 《Publishing Research Quarterly》1992,8(4):33-43
In order to determine the potential of alternative technologies in social studies education, we must understand the goals
of such education, the capabilities of the technologies, and teachers’ and students’ responses to new technologies. The author
suggests that the new technologies can contribute to the goals of learning about the past, learning about democratic life
and institutions, and making students knowledgeable as consumers and producers of information. One major obstacle is a lack
of time and money for teachers to experiment with the technologies.
Stephen T. Kerr is professor of education in the College of Education at the University of Washington. His research focuses
on the application of new technologies in schools and other educational environments, and particularly on the ways in which
technology affects the social structure (roles and expectations, instructional patterns, organization) of those institutions.
He has done work on human-computer interaction, as well as on how new communication technologies have changed the educational
system of the former USSR. 相似文献
18.
19.
20.