全文获取类型
收费全文 | 24854篇 |
免费 | 331篇 |
国内免费 | 130篇 |
专业分类
教育 | 16402篇 |
科学研究 | 3296篇 |
各国文化 | 200篇 |
体育 | 2820篇 |
综合类 | 28篇 |
文化理论 | 184篇 |
信息传播 | 2385篇 |
出版年
2021年 | 199篇 |
2020年 | 355篇 |
2019年 | 490篇 |
2018年 | 706篇 |
2017年 | 651篇 |
2016年 | 642篇 |
2015年 | 429篇 |
2014年 | 548篇 |
2013年 | 4088篇 |
2012年 | 496篇 |
2011年 | 550篇 |
2010年 | 421篇 |
2009年 | 453篇 |
2008年 | 439篇 |
2007年 | 452篇 |
2006年 | 447篇 |
2005年 | 430篇 |
2004年 | 615篇 |
2003年 | 550篇 |
2002年 | 535篇 |
2001年 | 641篇 |
2000年 | 478篇 |
1999年 | 422篇 |
1998年 | 252篇 |
1997年 | 240篇 |
1996年 | 274篇 |
1995年 | 265篇 |
1994年 | 224篇 |
1993年 | 215篇 |
1992年 | 350篇 |
1991年 | 321篇 |
1990年 | 341篇 |
1989年 | 382篇 |
1988年 | 305篇 |
1987年 | 341篇 |
1986年 | 320篇 |
1985年 | 372篇 |
1984年 | 325篇 |
1983年 | 319篇 |
1982年 | 260篇 |
1981年 | 240篇 |
1980年 | 239篇 |
1979年 | 364篇 |
1978年 | 264篇 |
1977年 | 246篇 |
1976年 | 231篇 |
1975年 | 192篇 |
1974年 | 211篇 |
1973年 | 190篇 |
1971年 | 167篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
971.
The chief purpose of this study was to identify characteristics that distinguish approach as an attachment behavior from approach serving other behavioral systems. Locomotor approaches of 16 male and 10 female white middle-class infants to an attachment figure (the mother) and to a nonattachment figure (the visitor-observer) were examined under naturalistic conditions at home. Observations were made during 4-hour home visits at 3-week intervals; those from 26 to 54 weeks were used. When approach was examined in a free-choice situation and without regard to behavioral context, infants approached the mother proportionally (though slightly) more often than the visitor (p less than .05). In 2 behavioral contexts, however, spontaneous infant approaches were sharply differential to the mother; approaches accompanied by crying and approaches terminating in a pickup appeal were directed almost exclusively to the mother (p less than .0001 for both). Touching upon completion of the approach was not differential, except in the context of a pickup appeal. Object-oriented approaches were more often directed to the visitor than to the mother (p less than .002) and may be either exploratory or affiliative. It is suggested that neither approach nor touching can be assumed to serve the attachment system without consideration of context- both environmental and behavioral. 相似文献
972.
Black and white male schoolchildren covertly evaluated their own performance at a verbal task administered by black and white male experimenters. It was hypothesized that academically successful children would be predisposed to appraise themselves favorably, whereas relatively unsuccessful pupils would be biased toward self-criticism. The covert self-evaluations were assumed to represent at internalization of early experiences of predominantly positive or negative social reinforcement from adult socializing agents. The predicition for self-criticism was upheld in the white experimenter condition but not in the black experimenter condition. Relationships consistent with the theory were found between subjects' self-appraisals and their retrospective reports of positive and negative reinforcements received from parents and teachers in various typical situations. These relationships were more evident for black subjects than for white subjects. The extent to which children's self-praise and self-criticism mediated affect was assessed by means of a color conditioning technique. Contrary to predicition, possibly due to the easy nature of the experimental task. 相似文献
973.
6 1-month-old infants and 6 2-month-old infants each viewed 3 faces (his mother's, a strange woman's, and a strange man's) while his eye movements were recorded by corneal photography. The 1-month-olds fixated away from the faces most of the time, and they looked at their mothers even less often than at the strangers. When they did fixate a face, they usually chose a limited portion of the perimeter. By constrast, 2-month-olds fixated the faces most of the time, looked at more features, and were more likely to look at internal features, especially the eyes. This scanning resembles that reported previously for 2-dimensional shapes, although in some respects it appears unique to faces. 相似文献
974.
Jon Lauglo C. H. Dobinson Wolfgang Mitter Ian Lister G. W. Parkyn T. Neville Postlethwaite R. Gardner Walter Hahn John Lowe A. J. Cropley Georges Belbenoit Janusz J. Tomiak Bill Halls 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):107-126
975.
976.
977.
978.
Formulae are derived for the deflection surface of a symmetrically loaded circular plate having several points supports which are situated at equal distances apart on a single concentric circle. There is no restriction on the diameter of the support circle, which may be as large as the diameter of the plate itself. The results of this paper compare favorably with published experimental results. Numerical deflection coefficients for a uniformly loaded plate are provided, and these could be utilized for optimizing the positions and the number of concentrated supports. 相似文献
979.
Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):21-41
This article emphasises the internal consistency of Maria Montessori's work by identifying her main educational ideas and clarifying the interrelationships between the individual experimental schools and her writings. An elucidation of the vital part played by the anthropological basis of Maria Montessori's work shows that her entire efforts were directed towards illuminating childhood as the foundation of human development. Within this framework her relationship to Rousseau on the one hand, and to educational reform trends on the other is brought out. It is in this connection that her relations with the World Education Fellowship in general and with Decroly in particular find their significance. 相似文献
980.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744