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61.
Kirby Deater-Deckard Paula Y. Mullineaux Stephen A. Petrill Lee A. Thompson 《Reading and writing》2009,22(1):107-116
We examined the associations between components of temperament and children’s word and pseudo-word reading skills, in a school-age
sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word
reading in separate regression equations that included the main effects of, and two-way interaction between, Surgency and
Effortful Control. Children with better Effortful Control scores showed better reading skills. Surgency was unrelated to reading
skills, but moderated the effect of Effortful Control. The positive association between reading skills and Effortful Control
was present only for children who were low in Surgency. Thus, reading achievement in school-age children is optimized by strong
Effortful Control, but these processes may be disrupted for those children who are high in Surgency. 相似文献
62.
Amy B. Adcock Molly H. Duggan Ginger S. Watson Lee A. Belfore 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):388-402
This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study. 相似文献
63.
Dongil Kim Eunyoung Koh Sora Jeong Kijyung Lee Boongnyun Kim Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders,
and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more
difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent
results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp
the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following
research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined
the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we
investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention
problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally,
we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity
on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of
ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary
to conduct multidisciplinary research and international comparison research. 相似文献
64.
65.
Ella Daniel Maya Benish-Weisman Joanne N. Sneddon Julie A. Lee 《Child development》2020,91(5):1615-1630
Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior. 相似文献
66.
Tae Kyoung Lee Alan Meca Jennifer B. Unger Byron L. Zamboanga Lourdes Baezconde-Garbanati Melinda Gonzales-Backen Elma I. Lorenzo-Blanco Miguel Á. Cano Sabrina E. Des Rosiers Daniel W. Soto Juan A. Villamar Monica Pattarroyo Karina M. Lizzi José Szapocznik Seth J. Schwartz 《Child development》2020,91(1):78-95
Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, Mage (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed. 相似文献
67.
Mi Yeon Lee 《Asia-Pacific Journal of Teacher Education》2019,47(4):383-398
The purpose of the study was to investigate how Lesson Study influences pre-service teachers’ learning to professionally notice students’ mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers’ noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers’ noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed. 相似文献
68.
69.
Education and Information Technologies - Virtual reality (VR) technology is playing a crucial role in the changing paradigm of education. In many cases, however, VR technology is not being taught... 相似文献
70.