全文获取类型
收费全文 | 18527篇 |
免费 | 185篇 |
国内免费 | 15篇 |
专业分类
教育 | 13052篇 |
科学研究 | 2039篇 |
各国文化 | 257篇 |
体育 | 1194篇 |
综合类 | 10篇 |
文化理论 | 187篇 |
信息传播 | 1988篇 |
出版年
2020年 | 184篇 |
2019年 | 302篇 |
2018年 | 371篇 |
2017年 | 439篇 |
2016年 | 392篇 |
2015年 | 289篇 |
2014年 | 402篇 |
2013年 | 3960篇 |
2012年 | 331篇 |
2011年 | 350篇 |
2010年 | 314篇 |
2009年 | 303篇 |
2008年 | 374篇 |
2007年 | 373篇 |
2006年 | 351篇 |
2005年 | 329篇 |
2004年 | 297篇 |
2003年 | 274篇 |
2002年 | 258篇 |
2001年 | 248篇 |
2000年 | 263篇 |
1999年 | 253篇 |
1998年 | 190篇 |
1997年 | 191篇 |
1996年 | 202篇 |
1995年 | 218篇 |
1994年 | 217篇 |
1993年 | 215篇 |
1992年 | 251篇 |
1991年 | 249篇 |
1990年 | 241篇 |
1989年 | 256篇 |
1988年 | 217篇 |
1987年 | 227篇 |
1986年 | 228篇 |
1985年 | 252篇 |
1984年 | 256篇 |
1983年 | 247篇 |
1982年 | 221篇 |
1981年 | 203篇 |
1980年 | 164篇 |
1979年 | 219篇 |
1978年 | 223篇 |
1977年 | 185篇 |
1976年 | 170篇 |
1975年 | 149篇 |
1974年 | 141篇 |
1973年 | 156篇 |
1972年 | 108篇 |
1971年 | 119篇 |
排序方式: 共有10000条查询结果,搜索用时 46 毫秒
991.
Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events. 相似文献
992.
Higher Education - Drawing on a five-ethical principles framework, this study examines how the thirteen recruited doctoral students across disciplines in Hong Kong interpret the idea of and... 相似文献
993.
Demeter Elise Dorodchi Mohsen Al-Hossami Erfan Benedict Aileen Slattery Walker Lisa Smail John 《Higher Education》2022,84(3):589-609
Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at... 相似文献
994.
Research in Higher Education - As the financial challenges facing the U.S higher education industry mount, colleges and universities seek new activities that can improve their financial situation.... 相似文献
995.
Edgerly Hallie S. Kruse Jerrid W. Wilcox Jesse L. 《Research in Science Education》2022,52(5):1467-1480
Research in Science Education - Many nature of science (NOS) studies have demonstrated that teachers can improve their understandings of NOS with explicit and reflective instruction; however, the... 相似文献
996.
John Jerrim 《British Educational Research Journal》2022,48(2):330-353
The wellbeing of young people has become an important education policy issue, with suggestions that mental health problems amongst young people have increased in recent years. Experiences at school are thought to be a key factor contributing to mental ill-health amongst adolescents. Yet surprisingly, little is known about how mental health outcomes vary across school year groups, independent of the effects of age. This article contributes new evidence on this issue, drawing upon large-scale health data from England. We find substantial growth in mental health problems as young people progress through secondary school. Yet this seems to be driven by the effects of age, rather than due to movement into more senior school year groups. We consequently conclude that evidence of a direct link between school year group and young people’s mental health remains relatively weak. 相似文献
997.
Miller Andrew F. Park Younghee Conway Patrick Cownie Charles T. Reyes John Reynoso Myra Smith Annie 《The Urban Review》2022,54(3):481-508
The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and... 相似文献
998.
Science & Education - This article focuses on uncertainty—ways in which scientists recognize and analyze limits in their studies and conclusions. We distinguish uncertainty from... 相似文献
999.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
1000.
Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献