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91.
《诗经》、《尚书》、《周礼》、《礼记》等经籍提到的“禷”祭(又作“類”祭),是上古中国一项有着深厚民俗文化背景和深远历史影响的祭仪。不幸其礼早亡,汉儒已经难究其详。影响及今的《尚书》古文家说和郑玄《礼记》注等,将“禷”祭解为祭天之礼。但根据经籍中的记载来看,“禷”祭指的是当国有大事时,向上帝或社稷宗庙祈福禳灾的一种“祷祈”仪式,与祭天之礼并不是一回事。据《说文解字》等书,“類”字本义是一种犬,可能是白犬。“禷”祭应是指特以“類”为牺牲的祭仪。《山海经》等说“類”具有“自为牝牡”的神奇特性,这与该书所记“白犬有牝牡,是生犬戎”的传说非常相似。在先秦文献中,“類”字常用来指出自同一祖先的子孙后代。这些材料表明“類”与古代中国某些族群的祖先神话有着密切的关系。“禷”祭之形成,正植根于此种观念之上。“禷”祭当属于曾广为流行于上古中国北方地区的犬祭礼俗中某种特定的类型,它的消亡可能与周人颇具理性色彩的的礼制改革有关。  相似文献   
92.
    
Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28) and control (CG = 30) groups, were assessed in EF, reading and arithmetic tests. Parents and teachers answered EF and behaviour functional scales. The intervention was conducted by teachers in the classroom context. EG children showed greater gains in EF and outperformed controls on reading and arithmetic measures. The EG maintained better performance in the one-year follow-up and showed transfer effect for behaviour measures. The EF intervention may be a useful tool for promoting improved adjustment and academic achievement.  相似文献   
93.
在高校危机管理中如何发挥党组织在思想政治工作的作用已成为目前高校迫切需要研究和解决的问题。文章从发挥党组织在高校危机管理中的引领作用和保障作用等方面分析了高校危机事件发生的原因,提出了以高校党建思想政治工作为载体,加强危机意识教育,在思想上构筑起应对各种风险的“防火墙”,在管理上构建起快速高效的政治保障、组织保障和思想保障等对策。  相似文献   
94.
现代社会,灾难心理援助成为了迫切的时代需求。灾难心理援助的本质是帮助受灾民众与外部环境之间保持心理平衡,形成动态的耦合关系。灾难心理援助受到多种社会因素的制约,需要综合应用各种方法,加强灾难心理援助体系和制度建设。  相似文献   
95.
气候是组成人类生活环境的重要要素,不同气候要素对人的情绪的具有不同影响.气候变化对人的情绪影响的内在机制,一方面在于气候变化引起人的生理变化,进而影响到人的情绪变化,另一方面在于气候变化的影响要经过人对这种气候变化影响的评价与估量才产生情绪.不同气候条件下引发的不良情绪是可以进行调控和干预的.  相似文献   
96.
考虑了个体的异质性、移动性和个体间的有效接触传染概率,提出了基于元胞自动机带有隔离干预的传染病仿真建模方法。扩展了传统的Moore邻域,模拟仿真了不同的染病停留时间和隔离力度对传染病传播的影响。仿真结果与采用隔离干预对传染病传播的宏观特征相吻合。研究表明:对已感染的患者,染病停留时间越短,采取隔离措施的力度越大,对传染病传播的抑制作用越显著。可为政府和相关部门对传染病制定有效的遏制措施提供理论支持。  相似文献   
97.
    
This paper focuses on a training program in inductive reasoning for first-grade students and presents the direct results as well as the longitudinal effects of the evaluation study. The training is based on Klauer's theory of inductive reasoning and on his “Cognitive training for children” concept (Klauer, 1989a). The training program consists of 120 problems which can be solved through inductive reasoning. The tools for the training exercises were selected to correspond with the age of the targeted cohort. The experimental group in the study consisted of 90 students, whereas the control group was made up of 162. An inductive reasoning test was used in the pre- and posttest as well as in the follow-up study (one year later). The test comprised 33 figural, non-verbal items (Cronbach α = .86). On the posttest, the experimental group significantly outperformed the control group by more than one standard deviation. The experimental group scored significantly higher in each skill area targeted by the training. The most noticeable development was found in system formation. No gender differences were detected on the pre- or the posttest. The effect size of the training program was d = 1.12. In the follow-up study, the experimental group still significantly outperformed the control group; however, their respective levels of development had not changed in this one-year period. Thus, the training effect proved to be stable over time independent of individual students’ original level of inductive reasoning. This study provided evidence that inductive reasoning could be developed very effectively at this early age.  相似文献   
98.
    
Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.  相似文献   
99.
本文借鉴国外大学董事会先进管理经验,结合我国多年来高等学校设立董事会制度的实践,探讨在大学建立完善的董事会制度,将董事会作为大学的最高决策组织,通过它可以有效地将政府对大学的行政干预减少到最小。  相似文献   
100.
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