全文获取类型
收费全文 | 5927篇 |
免费 | 487篇 |
国内免费 | 21篇 |
专业分类
教育 | 5045篇 |
科学研究 | 260篇 |
各国文化 | 148篇 |
体育 | 273篇 |
综合类 | 36篇 |
文化理论 | 35篇 |
信息传播 | 638篇 |
出版年
2023年 | 24篇 |
2022年 | 45篇 |
2021年 | 123篇 |
2020年 | 154篇 |
2019年 | 274篇 |
2018年 | 276篇 |
2017年 | 357篇 |
2016年 | 229篇 |
2015年 | 293篇 |
2014年 | 304篇 |
2013年 | 1453篇 |
2012年 | 258篇 |
2011年 | 278篇 |
2010年 | 297篇 |
2009年 | 217篇 |
2008年 | 268篇 |
2007年 | 218篇 |
2006年 | 196篇 |
2005年 | 157篇 |
2004年 | 135篇 |
2003年 | 93篇 |
2002年 | 83篇 |
2001年 | 79篇 |
2000年 | 77篇 |
1999年 | 58篇 |
1998年 | 45篇 |
1997年 | 34篇 |
1996年 | 37篇 |
1995年 | 44篇 |
1994年 | 32篇 |
1993年 | 29篇 |
1992年 | 28篇 |
1991年 | 24篇 |
1990年 | 35篇 |
1989年 | 14篇 |
1988年 | 18篇 |
1987年 | 19篇 |
1986年 | 16篇 |
1985年 | 21篇 |
1984年 | 19篇 |
1983年 | 17篇 |
1982年 | 14篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1969年 | 2篇 |
排序方式: 共有6435条查询结果,搜索用时 15 毫秒
121.
122.
123.
A positive, nonjudgmental, and informed approach to sexual health during pregnancy promotes acceptance of the normal functioning of women's bodies. It also encourages the development of close and supportive relationships that are so essential during pregnancy and birth. Common concerns do not need to become problems. Concerns include issues of libido, positioning, and preterm labor or fetal health, as well as myths and cultural attitudes. Childbirth educators can use tools such as the PLISSIT model to approach the topic of sexuality during pregnancy. In addition, opportunities are available in every childbirth class to acknowledge or ignore sexual issues. Perinatal educators who take responsibility for addressing this often-taboo topic can enhance women's feelings of safety and their confidence in normal birth. 相似文献
124.
125.
126.
多年的教学改革证明旅游实验教学中心有利于激发学生的创新意识,提升学生的实践能力,实现人才培养与市场需求的零距离。更重要地是实验教学中心可以在保证本科生基本教育的同时,结合旅游管理学科的跨学科、交叉性特征和本科生、研究生培养层次侧重特征,发展设计一个交叉融合了基础维度、专业维度、综合维度、创新维度和动态维度5个维度的呈现基础认知实验、专业能力培养、学科应用创新和产业应用研发4阶段发展特征的本科与研究生协同发展的衔接性实验教学体系。基于此体系将为旅游行业培养不同层次的应用创新型人才,同时还为旅游学科研究生创新教育提供示范与参考。 相似文献
127.
Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
128.
Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships. 相似文献
129.
L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献
130.
Maruschka N. Sluiter Albert W. Wienen Ernst D. Thoutenhoofd Jeannette M. Doornenbal Laura Batstra 《Psychology in the schools》2019,56(8):1259-1270
The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments. 相似文献