全文获取类型
收费全文 | 21534篇 |
免费 | 312篇 |
国内免费 | 17篇 |
专业分类
教育 | 14653篇 |
科学研究 | 2624篇 |
各国文化 | 432篇 |
体育 | 1607篇 |
综合类 | 21篇 |
文化理论 | 217篇 |
信息传播 | 2309篇 |
出版年
2021年 | 213篇 |
2020年 | 308篇 |
2019年 | 426篇 |
2018年 | 584篇 |
2017年 | 638篇 |
2016年 | 571篇 |
2015年 | 379篇 |
2014年 | 523篇 |
2013年 | 3631篇 |
2012年 | 490篇 |
2011年 | 473篇 |
2010年 | 446篇 |
2009年 | 413篇 |
2008年 | 486篇 |
2007年 | 481篇 |
2006年 | 429篇 |
2005年 | 383篇 |
2004年 | 421篇 |
2003年 | 325篇 |
2002年 | 329篇 |
2001年 | 433篇 |
2000年 | 484篇 |
1999年 | 374篇 |
1998年 | 216篇 |
1997年 | 255篇 |
1996年 | 238篇 |
1995年 | 179篇 |
1994年 | 188篇 |
1993年 | 193篇 |
1992年 | 319篇 |
1991年 | 313篇 |
1990年 | 339篇 |
1989年 | 339篇 |
1988年 | 282篇 |
1987年 | 285篇 |
1986年 | 272篇 |
1985年 | 354篇 |
1984年 | 264篇 |
1983年 | 242篇 |
1982年 | 214篇 |
1981年 | 181篇 |
1980年 | 195篇 |
1979年 | 293篇 |
1978年 | 206篇 |
1977年 | 190篇 |
1976年 | 160篇 |
1975年 | 159篇 |
1974年 | 179篇 |
1973年 | 162篇 |
1971年 | 152篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
131.
132.
133.
Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
134.
Gail P. Hollowell Yolanda B. Anderson 《The American journal of distance education》2017,31(3):207-216
ABSTRACTNorth Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions. 相似文献
135.
M. Jeanne Wilcox Shelley I. Gray Amy B. Guimond Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294
The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI. 相似文献
136.
137.
138.
K. S. Yakovlev D. A. Makarov E. S. Baskin 《Scientific and Technical Information Processing》2015,42(5):347-358
In the article we solve path planning task for an agent being multirotor unmanned aerial vehicle (multicopter). We propose an approach of estimating path geometry constraints based on UAV flight dynamics model and control constraints. Than we introduce a new path finding method which takes into consideration those geometry constraints and study this method both theoretically and empirically. 相似文献
139.
Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports
下载免费PDF全文
![点击此处可从《Learning disabilities research & practice》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Halis Sakız Zeynep Hande Sart Bengü Börkan Barış Korkmaz Nalan Babür 《Learning disabilities research & practice》2015,30(3):114-126
This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey. 相似文献
140.