全文获取类型
收费全文 | 1227篇 |
免费 | 18篇 |
专业分类
教育 | 937篇 |
科学研究 | 139篇 |
各国文化 | 15篇 |
体育 | 35篇 |
文化理论 | 11篇 |
信息传播 | 108篇 |
出版年
2021年 | 10篇 |
2020年 | 15篇 |
2019年 | 21篇 |
2018年 | 27篇 |
2017年 | 46篇 |
2016年 | 33篇 |
2015年 | 24篇 |
2014年 | 20篇 |
2013年 | 283篇 |
2012年 | 24篇 |
2011年 | 17篇 |
2010年 | 17篇 |
2009年 | 28篇 |
2008年 | 27篇 |
2007年 | 23篇 |
2006年 | 20篇 |
2005年 | 29篇 |
2004年 | 16篇 |
2003年 | 16篇 |
2002年 | 26篇 |
2001年 | 14篇 |
2000年 | 16篇 |
1999年 | 14篇 |
1998年 | 14篇 |
1997年 | 18篇 |
1996年 | 18篇 |
1995年 | 14篇 |
1994年 | 11篇 |
1993年 | 9篇 |
1992年 | 16篇 |
1991年 | 21篇 |
1990年 | 23篇 |
1989年 | 16篇 |
1987年 | 10篇 |
1986年 | 13篇 |
1985年 | 25篇 |
1984年 | 11篇 |
1982年 | 10篇 |
1981年 | 14篇 |
1980年 | 18篇 |
1979年 | 14篇 |
1978年 | 13篇 |
1977年 | 12篇 |
1976年 | 11篇 |
1975年 | 10篇 |
1974年 | 11篇 |
1934年 | 12篇 |
1933年 | 8篇 |
1928年 | 9篇 |
1926年 | 9篇 |
排序方式: 共有1245条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
Loriene Roy Maria Barker Lanita L. Hidalgo Frances A. Rickard 《Public Library Quarterly》2016,35(3):222-242
Public libraries across the country design and deliver programs for military veterans and their families, often collaborating with other organizations and agencies. The examples were assembled from both general and specialized interviews with librarians, and literature and Internet searches, with summaries of programs assembled and written by multiple researchers. The specific limitations on the listing in this article are clearly outlined in the first section. Overall, however, the article provides a good introductory overview of what’s going on in veteran’s programs and services in America’s public libraries in over seventy libraries in forty states. We hope this list of what public libraries have organized or are doing will supply other public librarians with ideas on how to provide new services or enhance their existing ones. 相似文献
5.
Aims
Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.Methods
We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.Results
Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.Conclusions
These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes. 相似文献6.
7.
Howard Margolis Lisa A. Freund 《International Journal of Disability, Development & Education》1991,38(2):117-133
THE LITERATURE on cooperative learning suggests it can benefit mildly handicapped and nonhandicapped students academically, socially, and emotionally. This article emphasizes the cooperative learning approaches of Johnson and Johnson, Slavin, and other closely related practitioners. It discusses salient research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance. 相似文献
8.
9.
Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables. 相似文献
10.
Interface project II and Ontario's review of educational policy 总被引:1,自引:0,他引:1