全文获取类型
| 收费全文 | 10847篇 |
| 免费 | 44篇 |
| 国内免费 | 6篇 |
专业分类
| 教育 | 7305篇 |
| 科学研究 | 1378篇 |
| 各国文化 | 126篇 |
| 体育 | 733篇 |
| 综合类 | 5篇 |
| 文化理论 | 95篇 |
| 信息传播 | 1255篇 |
出版年
| 2020年 | 130篇 |
| 2019年 | 184篇 |
| 2018年 | 179篇 |
| 2017年 | 228篇 |
| 2016年 | 202篇 |
| 2015年 | 134篇 |
| 2014年 | 205篇 |
| 2013年 | 2141篇 |
| 2012年 | 180篇 |
| 2011年 | 179篇 |
| 2010年 | 153篇 |
| 2009年 | 165篇 |
| 2008年 | 195篇 |
| 2007年 | 186篇 |
| 2006年 | 185篇 |
| 2005年 | 147篇 |
| 2004年 | 134篇 |
| 2003年 | 128篇 |
| 2002年 | 122篇 |
| 2001年 | 132篇 |
| 2000年 | 152篇 |
| 1999年 | 133篇 |
| 1998年 | 88篇 |
| 1997年 | 84篇 |
| 1996年 | 98篇 |
| 1995年 | 84篇 |
| 1994年 | 103篇 |
| 1993年 | 114篇 |
| 1992年 | 146篇 |
| 1991年 | 152篇 |
| 1990年 | 152篇 |
| 1989年 | 157篇 |
| 1988年 | 126篇 |
| 1987年 | 144篇 |
| 1986年 | 149篇 |
| 1985年 | 164篇 |
| 1984年 | 160篇 |
| 1983年 | 155篇 |
| 1982年 | 121篇 |
| 1981年 | 134篇 |
| 1980年 | 111篇 |
| 1979年 | 153篇 |
| 1978年 | 155篇 |
| 1977年 | 111篇 |
| 1976年 | 109篇 |
| 1975年 | 103篇 |
| 1974年 | 88篇 |
| 1973年 | 106篇 |
| 1972年 | 91篇 |
| 1970年 | 84篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
81.
82.
In a direct comparison, flavor-cued rats learned to avoid shock in a two-way shuttlebox as well as, or better than, tone-cued rats. These results stand in contrast to the prevalent view that rats encounter difficulty in forming flavor-shock, but not tone-shock, associations. In attempting to account for this contrast, we note that experiments revealing cue-modality specificity employ an aversion paradigm and record ingestive behavior. It is argued that both the paradigm and the dependent variable are inappropriate for assessing shock-avoidance learning, and that cue-modality specificity in such a setting reflects paradigm and response choice rather than a general characteristic of rats. 相似文献
83.
84.
J.W. Ridpath 《Journal of The Franklin Institute》1908,166(3):191-195
85.
Houyang Guo Francis Y C Thio Michl W Binderbauer Richard J Buttery Thomas R Jarboe Rajesh Maingi John S Sarff Peter C Stangeby Derek A Sutherland Mickey R Wade Michael C Zarnstorff 《国家科学评论(英文版)》2020,7(2):245-247
Nuclear fusion potentially offers a clean,environmentally friendly and intrinsically safe energy source with an abundant fuel supply.Magnetic fusion energy rese... 相似文献
86.
87.
The relationship between ageing and skills is of growing policy significance due to population ageing, the changing nature of work and the importance of literacy for social and economic well‐being. This article examines the relationship between age and literacy skills in a sample of OECD countries using three internationally comparable surveys. By pooling the survey data across time we can separate birth cohort and ageing effects. In doing so, we find that literacy skills decline with age and that, in most of our sample countries, successive birth cohorts tend to have poorer literacy outcomes. Therefore, once we control for cohort effects, the rate at which literacy proficiency falls with age is much more pronounced than that which is apparent, based on the cross‐sectional relationship between age and literacy skills at a point in time. Further, in studying the literacy‐age relationship across the skill distribution in Canada we find a more pronounced decline in literacy skills with age at lower percentiles, which suggests that higher initial literacy moderates the influence of cognitive ageing. 相似文献
88.
Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning. 相似文献
89.
90.