全文获取类型
收费全文 | 2354篇 |
免费 | 83篇 |
国内免费 | 1篇 |
专业分类
教育 | 1668篇 |
科学研究 | 123篇 |
各国文化 | 70篇 |
体育 | 310篇 |
综合类 | 1篇 |
文化理论 | 29篇 |
信息传播 | 237篇 |
出版年
2023年 | 13篇 |
2022年 | 26篇 |
2021年 | 34篇 |
2020年 | 80篇 |
2019年 | 117篇 |
2018年 | 131篇 |
2017年 | 126篇 |
2016年 | 154篇 |
2015年 | 100篇 |
2014年 | 105篇 |
2013年 | 520篇 |
2012年 | 77篇 |
2011年 | 78篇 |
2010年 | 57篇 |
2009年 | 63篇 |
2008年 | 73篇 |
2007年 | 56篇 |
2006年 | 50篇 |
2005年 | 34篇 |
2004年 | 34篇 |
2003年 | 47篇 |
2002年 | 23篇 |
2001年 | 28篇 |
2000年 | 19篇 |
1999年 | 23篇 |
1998年 | 21篇 |
1997年 | 17篇 |
1996年 | 15篇 |
1995年 | 18篇 |
1994年 | 20篇 |
1993年 | 15篇 |
1992年 | 18篇 |
1991年 | 23篇 |
1990年 | 16篇 |
1989年 | 13篇 |
1988年 | 17篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 12篇 |
1984年 | 14篇 |
1983年 | 8篇 |
1982年 | 8篇 |
1981年 | 17篇 |
1979年 | 11篇 |
1978年 | 14篇 |
1977年 | 9篇 |
1974年 | 10篇 |
1969年 | 5篇 |
1967年 | 4篇 |
1966年 | 5篇 |
排序方式: 共有2438条查询结果,搜索用时 15 毫秒
141.
Textbook vetting and evaluation process intends to ensure that the materials provided are relevant, of the required quality, suitable ad would enhance learning efficiency and effectiveness. The paper investigates the role of publishers and Tanzania Institute of Education (TIE) in the textbooks vetting and evaluation process; examines factors used to vet, evaluate and approve primary and secondary school textbooks in Tanzania and proposes Strategies that would enhance the textbook vetting, evaluation and process. The study used a mixed method research design. Respondents were selected educational publishers; MoEVT, Baraza la Kiswahili Tanzania, TIE, and Publishers Association of Tanzania. Questionnaire and semi- structured interview were used to collect data which were analysed qualitatively and quantitatively. Major findings of the study were; textbooks vetting and evaluation process is not professionally conducted although standard criteria have been established; there is not well established roles among key players involved in the vetting and evaluation process leading to conflict of interest between TIE and the publishers. The study recommends establishing an independent professional evaluation board and a well-defined timetable and effective communication among various players; enacting a book policy and adopting a limited multiple-textbook publishing system. 相似文献
142.
143.
144.
145.
Masten CL Guyer AE Hodgdon HB McClure EB Charney DS Ernst M Kaufman J Pine DS Monk CS 《Child abuse & neglect》2008,32(1):139-153
OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis. 相似文献
146.
LOVE AND DESPAIR IN TEACHING 总被引:1,自引:0,他引:1
Daniel P. Liston 《Educational theory》2000,50(1):81-102
147.
Daniel W. Kee Susan Nakayama Siaw Linda Carter 《Contemporary educational psychology》1985,10(3):268-274
An experiment was conducted to evaluate constructive memory in fourth-grade low-SES black and middle-SES white children. The children were read nine short passages; each passage was composed of two premise statements and a filler sentence. The children were tested by a recognition procedure. Thirty-six test sentences were presented randomly. Four sentences were associated with each passage (true premise, false premise, true inference, and false inference). Subjects were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented at study. Middle-SES white children made few errors, except to true inference test sentences. This pattern of performance is consistent with the constructive view of memory. Low-SES black children also had a high error rate to true inference items. However, this outcome may not reflect constructive memory because they also had a high error rate to some of the other types of test sentences. 相似文献
148.
149.
150.