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101.
This longitudinal investigation of 84 infants examined whether the effect of 12-month attachment on 18- and 24-month exploration and sociability with unfamiliar adults varied as a function of newborn irritability. As expected, results revealed an interaction between attachment (secure vs. insecure) and irritability (highly irritable vs. moderately irritable) in predicting both exploration and sociability with unfamiliar adults. For exploration, results supported a dual-risk model; that is, toddlers who had been both highly irritable and insecurely attached were less exploratory than other toddlers. For sociability, results supported the differential-susceptibility hypothesis; that is, highly irritable infants, compared to moderately irritable infants, were both less sociable as toddlers when they had been insecurely attached and more sociable when they had been securely attached. 相似文献
102.
Andreina Bruno Laura Galuppo Silvia Gilardi 《European Journal of Psychology of Education - EJPE》2011,26(4):527-543
Reflexivity is a primary requirement for professional work. Our aim was to describe a methodology suitable for detecting the
development of reflexive practice through the analysis of 59 Master’s degree students’ journals. We explore the use and changes
of reflexive practice in relation to the settings and activities of the course using analysis of the mental language: We analyse
how the reflexive practice is characterized, how it evolves through time and how it can be promoted. Data analysis shows that
reflexivity is not monodimensional but multidimensional. Reflexive practice increases during the course: The different dimensions
vary over time according to different organizational and educational conditions. This methodology allows us to formulate new
hypotheses about which elements of the setting and process are effective in supporting participants’ reflexive practice. 相似文献
103.
104.
Coysh L 《Health information and libraries journal》2011,28(1):82-86
This feature discusses how the library curriculum was developed at Plymouth Hospitals NHS Trust Library Service to aid the delivery of Skills for Life. In particular, the feature describes how, through collaboration with learndirect, literacy and numeracy skills were embedded into the broader library and information skills training programme. The article reports on how the programme resulted in the provision of qualifications and skills development opportunities to NHS staff, and an increase in the NHS library profile. 相似文献
105.
106.
The aim of this study was to validate a wearable inertial measurement unit (IMU), containing a 3D accelerometer and gyroscope, for the estimation of countermovement jump height. The absolute vertical acceleration of the IMU positioned on the back of the participant at L5 level, compensated for trunk rotations, was used to obtain jump height by applying the equation of free-fall to the motion of the IMU. The methodology was tested on 28 participants performing five countermovement jumps each. A reference value for this quantity was obtained using stereophotogrammetry (35.4 cm, s = 4.9). Jump height scores obtained using the proposed methodology (35.9 cm, s = 5.5) presented no significant difference with respect to stereophotogrammetry (P = 0.61). A low bias of 0.6 cm confirmed the accuracy of the estimate, which also showed a high (r = 0.87) and significant (P < 0.0001) correlation with reference values. Furthermore, without compensating accelerations for trunk rotation, jump height was largely underestimated (P < 0.0001) (bias: -12.7 cm) and poorly associated (r = 0.31) with stereophotogrammetry. The results of this study show that the estimation of jump height using inertial sensors leads to accurate results when the measured accelerations are corrected for trunk rotations. 相似文献
107.
Raúl Rigo-Bonnin Noelia Díaz-Troyano Laura García-Tejada Albert Marc-Galindo Míriam Valbuena-Asensio Francesca Canalias 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
Clinicians request a large part of measurements of biological quantities that clinical laboratories perform for diagnostic, prognostic or diseases monitoring purposes. Thus, laboratories need to provide patient’s results as reliable as possible. Metrological concepts like measurement uncertainty and metrological traceability allow to know the accuracy of these results and guarantee their comparability over time and space. Such is the importance of these two parameters that the estimation of measurement uncertainty and the knowledge of metrological traceability is required for clinical laboratories accredited by ISO 15189:2012. Despite there are many publications or guidelines to estimate the measurement uncertainty in clinical laboratories, it is not entirely clear what information and which formulae they should use to calculate it. On the other hand, unfortunately, there are a small number of clinical laboratories that know and describe the metrological traceability of their results, even though they are aware of the lack of comparability that currently exists for patient’s results. Thus, to try to facilitate the task of clinical laboratories, this review aims to provide a proposal to estimate the measurement uncertainty. Also, different suggestions are shown to describe the metrological traceability. Measurement uncertainty estimation is partially based on the ISO/TS 20914:2019 guideline, and the metrological traceability described using the ISO 17511:2020. Different biological quantities routinely measured in clinical laboratories are used to exemplify the proposal and suggestions. 相似文献
108.
Arslan Okan Haser Çiğdem Van Zoest Laura R. 《Journal of Mathematics Teacher Education》2022,25(4):429-452
Journal of Mathematics Teacher Education - To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two... 相似文献
109.
Tenaha O’Reilly Jonathan Weeks John Sabatini Laura Halderman Jonathan Steinberg 《Educational Psychology Review》2014,26(3):403-424
When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge—the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate significant improvements on standardized measures of reading comprehension. Although there are a number of reasons to explain this phenomenon, an important one to consider is misalignment between the nature of the outcome assessment and the targets of the intervention. In this study, we present data on three theoretically driven summative reading assessments that were developed in consultation with a research and evaluation team conducting an intervention study. The reading intervention, Reading Apprenticeship, involved instructing teachers to use disciplinary strategies in three domains: literature, history, and science. Factor analyses and other psychometric analyses on data from over 12,000 high school students revealed the assessments had adequate reliability, moderate correlations with state reading test scores and measures of background knowledge, a large general reading factor, and some preliminary evidence for separate, smaller factors specific to each form. In this paper, we describe the empirical work that motivated the assessments, the aims of the intervention, and the process used to develop the new assessments. Implications for intervention and assessment are discussed. 相似文献
110.
In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond. 相似文献