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961.
Sanderson SC Wardle J Michie S 《Public understanding of science (Bristol, England)》2005,14(2):213-224
Genetics opinion surveys often include information to ensure that respondents have sufficient understanding to give informed responses. The information is assumed to be neutral but may skew responses. We assessed the impact of a seemingly "neutral" information leaflet on attitudes towards genetic testing among 1,024 survey respondents, half of whom received the leaflet. The leaflet group reported higher levels of subjective understanding of genetic testing (68 percent vs. 53 percent), were mre interested in genetic testing (81 percent vs. 77 percent), and held more positive attitudes towards genetics than people who did not receive the leaflet. Information leaflets may have the intended effect of increasing understanding, but may also unintentionally influence reported views of genetics. In the light of the weight given to public consultation in today's governance and regulation of human genetics, increased awareness of how even seemingly neutral information can influence public attitudes is recommended. 相似文献
962.
There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth‐grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The learning styles examined were: group, individual, visual, auditory, tactile, and kinesthetic. Multiple discriminant analysis indicated that teacher leadership style was the main factor affecting academic performance. No significant relationship was found between learning style and academic achievement. 相似文献
963.
Lonnie Zwaigenbaum Susan E. Bryson Jessica Brian Isabel M. Smith Lori Sacrey Vickie Armstrong Wendy Roberts Peter Szatmari Nancy Garon Tracy Vaillancourt Caroline Roncadin 《Child development》2021,92(3):1187-1198
The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months. 相似文献
964.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Instructional Science》2021,49(2):249-286
Instructional Science - Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning... 相似文献
965.
Rochelle F. Hentges Chloe Devereux Susan A. Graham Sheri Madigan 《Child development》2021,92(4):e691-e715
This study conducted two meta-analyses to synthesize the association between children’s language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2–17 years old; mean % males: 53.75; mean % White participants: 55.59; mean % minority participants: 43.12) indicated small but significant associations between child language skills and externalizing problems (Hedges’ g = .22) and between language skills and internalizing problems (Hedges’ g = .23). The association between language difficulties and externalizing problems was stronger amongst males and in children with low versus high sociodemographic risk. Implications of the results for theory and practice are discussed. 相似文献
966.
This paper reports two studies investigating the nature of comprehension deficits in a group of 7–8 year old children whose decoding skills are normal, but whose reading comprehension skills are poor. The performance of these poor comprehenders was compared to two control groups, Chronological-Age controls and Comprehension-Age controls. The first study examined whether these comprehension difficulties are specific to reading. On two measures of listening comprehension the poor comprehenders were found to perform at a significantly lower level than Chronological-Age controls. However, they did not differ from a group of younger children matched for reading comprehension skills. This indicates that the observed comprehension difficulties are not restricted to reading, but rather represent a general comprehension limitation. The second study investigated whether these comprehension difficulties can be explained in terms of a memory deficit. The short-term and working memory skills of these three groups were examined. The poor comprehenders did not differ from their Chronological-Age controls on either of these tasks. In conclusion, it is argued that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in the present group of poor comprehenders. 相似文献
967.
Susan McKenney Nienke Nieveen Jan van den Akker 《Educational technology research and development : ETR & D》2002,50(4):25-35
This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and
Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers
and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of
four related systems for computer supported curriculum development are discussed and approaches to designing tools of this
nature are considered. Following an overview of main findings, this article concludes with thoughts on fruiful directions
for research on computer supported curriculum development, emphasizing the need for increased attention to implementation
and impact studies. 相似文献
968.
Susan L. Massey 《Early Childhood Education Journal》2004,31(4):227-231
This article explores conversations between preschool children and their teachers in the classroom environment. Teachers have an opportunity to engage students in cognitively challenging conversations at critical times during the day: book reading, playtime, and mealtimes. The article provides examples of the types of conversations preschool educators can model and facilitate in order to further develop a child's oral language and subsequent literacy skills during the school day. 相似文献
969.
Shalom M. Fisch William Yotive Susan K. McCann Brown M. Scott Garner Lisa Chen 《Learning, Media and Technology》1997,23(2-3):157-167
The Federal Communications Commission is considering whether to strengthen the implementation of the Children's Television Act of 1990, which requires broadcasters to air educational and informational programs for children. Some broadcasters have opposed such measures, arguing that not enough children will watch educational programs. This argument assumes that children distinguish between educational and non‐educational programs, find educational programs less appealing, and consequently are unlikely to watch them. The present study tests these assumptions directly, through a comparison of two animated programs set in prehistoric times, Cro (an educational program about technology) and The Flintstones (a non‐educational program). Results indicated that Cro’s technology content was salient to children but, contrary to the above assumptions, children did not distinguish between the programs on the basis of their educational content, and both programs were highly appealing. 相似文献
970.
This qualitative inquiry into using microcomputers to access an on-line electronic encyclopedia revealed the salient issues
for eighth-graders in using computer technology and what they valued in their videotex experience. Assigned to gather information
both electronically and from traditional library materials to write a science theme, students with no prior computer experience
exhibited very little technological apprehension. Nearly all the students preferred electronic search by computer to print
search in books and periodicals. Underlying student reports appeared to be the perception that using a computer relieved them
from the process of note-taking and some editing judgments that using print materials would require. Overall, middle-school
students in this situation readily accommodate computers and videotex within their ongoing school context but assigned the
new technology greater value than traditional learning media. 相似文献