全文获取类型
收费全文 | 13410篇 |
免费 | 118篇 |
国内免费 | 124篇 |
专业分类
教育 | 10595篇 |
科学研究 | 1096篇 |
各国文化 | 176篇 |
体育 | 469篇 |
综合类 | 695篇 |
文化理论 | 9篇 |
信息传播 | 612篇 |
出版年
2024年 | 5篇 |
2023年 | 29篇 |
2022年 | 68篇 |
2021年 | 132篇 |
2020年 | 211篇 |
2019年 | 142篇 |
2018年 | 139篇 |
2017年 | 106篇 |
2016年 | 131篇 |
2015年 | 259篇 |
2014年 | 635篇 |
2013年 | 808篇 |
2012年 | 1080篇 |
2011年 | 999篇 |
2010年 | 728篇 |
2009年 | 661篇 |
2008年 | 766篇 |
2007年 | 1025篇 |
2006年 | 962篇 |
2005年 | 952篇 |
2004年 | 825篇 |
2003年 | 808篇 |
2002年 | 621篇 |
2001年 | 525篇 |
2000年 | 336篇 |
1999年 | 106篇 |
1998年 | 42篇 |
1997年 | 29篇 |
1996年 | 33篇 |
1995年 | 18篇 |
1994年 | 20篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 62篇 |
1984年 | 65篇 |
1983年 | 54篇 |
1982年 | 48篇 |
1981年 | 47篇 |
1980年 | 11篇 |
1979年 | 25篇 |
1978年 | 46篇 |
1977年 | 36篇 |
1976年 | 36篇 |
排序方式: 共有10000条查询结果,搜索用时 9 毫秒
971.
John P. Rickards 《Contemporary educational psychology》1977,2(2):200-206
It has been concluded in all major reviews of adjunct question research that a group given questions after related text segments (postquestions) yields greater recall than a group given questions before related text segments (prequestions) or one not given any questions at all. However, closer examination of the earlier research and an analysis of recent research reveals that for certain types of verbatim questions and for certain high level questions, postquestions produce recall equivalent to or less than prequestions. Moreover, in many studies wherein postquestions exceed prequestions, the postquestion group equals the reading-only control group in recall of nonquestioned (incidental) material. Hence, despite frequent pronouncements to the contrary, no firm recommendation can be made regarding the optimal placement of adjunct questions in text material. 相似文献
972.
黎大有 《湖北函授大学学报》2005,18(1):38-42
"债转股"作为我国国企改革一项重要过渡性措施,其运行已有近5年的时间了,但是其存在的一些问题并未很好的解决.本文通过对"债转股"的含义、一般法律要求及必要性的分析,明确指出了"债转股"运作中存在的主要法律问题,并对此提出了粗浅的对策. 相似文献
973.
This study compares the effects of three different evaluation conditions on the “continuing motivation” of grade school students in Iran and the U.S. In both cultural groups, the highest continuing motivation was shown by students in a self-evaluation condition followed, in order, by students in the peer comparison and teacher evaluation conditions. While the generalizability of evaluation effects is perhaps the most striking finding, it may he noted that these effects were to some extent modified by individual differences in achieving orientation and sex role. Also of interest were the effects of performance level on continuing motivation, In this case, higher levels of performance on the task were generally followed by greater continuing motivation. The theoretical implications of this and other findings were discussed in terms of Current achievement theory. 相似文献
974.
Raymond W. Kulhavy Jay L. Sherman Richard F. Schmid 《Contemporary educational psychology》1978,3(1):62-68
Two experiments compared context and depth-of-processing strategies applied to the learning of short aurally presented prose passages. In the first study, contextual orientation led to significantly higher recall than a continue-paragraph condition, and both strategy groups performed significantly better than a nonstrategy control group. In the second experiment, continuing paragraphs was superior to generating contextual theme statements, with both strategies again superior to the controls. These results were discussed in terms of the ways in which processing demands effect memory for connected discourse. 相似文献
975.
Major channels of communication are examined for two major functions: providing news of the ethnic community, and linking ethnics to the “mother country.” The four major channels are: interpersonal channels (friends and neighbors), radio, local metropolitan daily newspapers, and ethnic-language newspapers. Size of ethnic group is linked to channel preference, and greater ethnicity is related to a preference for ethnic media for both functions. Lower SES ethnics lend to rely more on interpersonal communication and ethnic media, while higher SES ethnics turn more to metro media and magazines. Channel preference as indicated by respondents is also linked to actual usage patterns. 相似文献
976.
Zohreh Sarmad 《Int J Intercult Relat》1981,5(4):365-381
The purpose of this study was to provide some empirical answers regarding the effects of home and school language upon some cognitive abilities of elementary school bilinguals where the two languages involved do not bear any resembalance.A Persian translation of CTMM adjusted to Persian population was administered to elementary school children of two types of bilingual and one Persian monolingual school. The results indicate that within bilingual schools home language does not show any consistent effect upon non-language abilities. The only consistent effect was in the language measure of Delayed recall, in favor of Persian speaking homes. Comparison of various schools indicate that in the third and sixth grades Persian control was superior to both type of bilingual schools in terms of Immediate recall and to immersion schools in terms of Delayed recall. An exposure variable to Persian was then defined showing a direct relationship with amount of retention. This relationship was explained by resistence to forgetting due to the degrees of overlearning of Persian in various groups. 相似文献
977.
978.
Carla J. Posnansky 《Contemporary educational psychology》1977,2(3):258-264
After studying lists of pseudowords and their definitions, high school students were instructed to read through pseudoword vocabulary tests before beginning them in order to note which of the studied items would, in fact, be tested. When compared to students not so instructed, these students' performances were significantly better. This simple finding was explained in terms of the selective search interpretation of memory enhancement found in a directed-forgetting paradigm. The results reported here provide an important potential explanation for the effectiveness of teachers' traditional advice to students regarding the importance of a preliminary reading of test questions. 相似文献
979.
Don C Charles 《Contemporary educational psychology》1976,1(1):76-88
A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s. 相似文献
980.