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991.
992.
Robert N. Emde Robert Plomin JoAnn Robinson Robin Corley John DeFries David W. Fulker J. Steven Reznick Joseph Campos Jerome Kagan Carolyn Zahn-Waxler 《Child development》1992,63(6):1437-1455
200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament. 相似文献
993.
In Experiment I, a repeated tests procedure was employed to assess hypothermia-induced amnesia of a footshock experience. Rats tested 4 h after training treatment showed no memory loss, but amnesia was present at 24 h. Although recovery of memory was obtained when the same animals were cooled 2 h prior to a 50-h test, repeated testing also tended to attenuate amnesia. In Experiment II, independent groups were tested at 6 or 50 h after training treatment. Again, memory of the footshock was present at the short, but not at the long, interval. Recooling shortly prior to the 50-h test eliminated amnesia. Experiment III indicated that the return of memory produced by recooling did not persist if testing was delayed. These findings suggested that hypothermia may function as an important contextual cue for memory retrieval. 相似文献
994.
The present study investigated the hypothesis that the higher prevalence of reading disability (RD) often observed among boys is partly an artifact of gender bias in the prediction of reading from IQ. The relevant regression statistics derived from a sample of more than 900 children revealed a statistically significant intercept bias. Predicted reading scores for boys were systematically overestimated, thereby inflating IQ-reading discrepancies; the converse was found for girls. When defined separately for girls and boys, severe underachievement in reading was found to be equally prevalent in both genders and, furthermore, was associated with qualitatively and quantitatively similar patterns of deficits. Because the bias arose from general differences between boys and girls in reading score distributions (a lower mean and greater variance for boys) rather than from differences in IQ scores, gender bias poses a potential threat not only to traditional IQ-discrepancy definitions but also to post-discrepancy definitions that are based solely on reading score cutoffs. Future classification criteria for RD need to take heed of the possibility that when the distributions of reading scores for boys and girls are not identical, performance cutoffs designating low achievement that are based on data pooled from both genders are likely to result in the overidentification of boys with RD and the underidentification of girls with RD. 相似文献
995.
This paper explores some of the ambiguities inherent in the notions of generality and genericity, drawing parallels between natural language and mathematics, and thereby obliquely attacking the entrenched view that mathematics is unambiguous. Alternative ways of construing 2N, for example, suggest approaches to some of the difficulties which students find with an algebraic representation of generality. Examples are given to show that confusion of levels is widespread throughout mathematics, but that the very confusion is a source of richness of meaning. 相似文献
996.
OBJECTIVE: Children who experience multiple victimizations (referred to in this paper as poly-victims) need to be identified because they are at particularly high risk of additional victimization and traumatic psychological effects. This paper compares alternative ways of identifying such children using questions from the Juvenile Victimization Questionnaire (JVQ). METHODS: The JVQ was administered in a national random digit dial telephone survey about the experiences of 2,030 children. The victimizations of children 10-17 years old were assessed through youth self-report on the JVQ and the victimizations of children 2-9 assessed through JVQ caregiver proxy report. RESULTS: Twenty-two percent of the children in this sample had experienced four or more different kinds of victimizations in separate incidents (what we term poly-victimization) within the previous year. Such poly-victimization was highly associated with traumatic symptomatology. Several ways of identifying poly-victims with the JVQ produced roughly equivalent results: a simple count using the 34 victimizations screeners, a count using a reduced set of only 12 screeners, and the original poly-victimization measure using follow-up questions to identify victimizations occurring during different episodes. CONCLUSION: Researchers and clinicians should be taking steps to identify poly-victims within the populations with which they work and have several alternative ways of doing so. 相似文献
997.
David Crismond 《科学教学研究杂志》2001,38(7):791-820
This study reports on what naive, novice, and expert designers do and learn when investigating simple mechanical devices and then planning their redesign. Participating in the study were 32 high school and adult subjects who did two investigate‐and‐redesign (I&R) tasks. Same gender pairs of subjects with similar design experiences explored, analyzed, and evaluated different brands of a device, designed experiments to compare them, and then proposed their redesign. Each two‐hour session was videotaped, and portions were analyzed using methods adapted from protocol analysis techniques. Results suggest that when naive designers do I&R tasks, their learning is highly contextualized and device‐specific. Naive designers made few connections from their work to key science ideas, and instead used mechanical advantage preconceptions that they did not spontaneously redress during the I&R sequence. Experts made connections to concepts and cases, inferred key design decisions, and sought “critical design problems” for the devices studied. All groups used strategies involving analysis more than those involving synthesis or evaluation. Notably, during conceptual design, opportunities for using science, present especially when subjects analyze design ideas, went underutilized by nonexpert designers. Scaffolded questions are needed to focus the learning of science embedded in design‐oriented activities. All findings reported are tentative, given the limited number of cases included in this study. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 791–820, 2001 相似文献
998.
Dr David Palmer 《Research in Science Education》1995,25(3):323-332
The POE (Predict-Observe-Explain) is a technique for identifying students' knowledge and understanding of science concepts.
It has mainly been used for physical science topics at secondary and tertiary levels. In the present study, 60 preservice
teachers each implemented and evaluated POEs with groups of primary children. The children were studying a range of topics
from the NSW Science and Technology K-6 Syllabus and represented a range of year levels. The evaluations were generally positive.
The children responded to the technique enthusiastically and the teachers were able to identify both their understandings
and their process skills development. The main problems were the difficulty of inventing suitable POEs in some topics, especially
topics on communication, and problems caused by the use of oral rather than written responses. The study concluded that it
is a suitable technique for primary science. 相似文献
999.
Science & Education - Whilst many science educators, it is reported, associate knowledge with justified true belief (JTB), epistemologists have observed that the JTB model is an incomplete... 相似文献
1000.
Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement indexes. Parents completed a questionnaire investigating their attitudes towards the school environment, their aspirations, expectations, encouragement and interest in their child’s education (adapted from scales constructed by Marjoribanks). They also responded to six open‐ended questions on their attitudes to achievement and to their (child’s) school. Multiple regression analyses revealed that parental expectations of their children’s educational level made the strongest unique prediction of high achievement followed by the length of time they had maintained their expectations. Limitations discussed include the disparity in meaning associated with the definition of school success and whether these results can be generalized to all students considering the biased sample (socio‐economic status). 相似文献