全文获取类型
收费全文 | 3305篇 |
免费 | 418篇 |
国内免费 | 1篇 |
专业分类
教育 | 3288篇 |
科学研究 | 12篇 |
各国文化 | 93篇 |
体育 | 28篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 297篇 |
出版年
2022年 | 4篇 |
2021年 | 39篇 |
2020年 | 53篇 |
2019年 | 112篇 |
2018年 | 120篇 |
2017年 | 154篇 |
2016年 | 121篇 |
2015年 | 164篇 |
2014年 | 181篇 |
2013年 | 1049篇 |
2012年 | 139篇 |
2011年 | 153篇 |
2010年 | 163篇 |
2009年 | 137篇 |
2008年 | 154篇 |
2007年 | 105篇 |
2006年 | 88篇 |
2005年 | 90篇 |
2004年 | 79篇 |
2003年 | 41篇 |
2002年 | 35篇 |
2001年 | 42篇 |
2000年 | 37篇 |
1999年 | 44篇 |
1998年 | 35篇 |
1997年 | 21篇 |
1996年 | 33篇 |
1995年 | 36篇 |
1994年 | 23篇 |
1993年 | 23篇 |
1992年 | 24篇 |
1991年 | 18篇 |
1990年 | 34篇 |
1989年 | 15篇 |
1988年 | 16篇 |
1987年 | 18篇 |
1986年 | 11篇 |
1985年 | 18篇 |
1984年 | 9篇 |
1983年 | 12篇 |
1982年 | 15篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1976年 | 4篇 |
1972年 | 8篇 |
1971年 | 8篇 |
1969年 | 6篇 |
1966年 | 4篇 |
排序方式: 共有3724条查询结果,搜索用时 15 毫秒
1.
Hana Tur‐Kaspa 《Learning disabilities research & practice》2004,19(1):3-11
The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings. 相似文献
2.
3.
Educational Assessment, Evaluation and Accountability - Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests,... 相似文献
4.
5.
Athina Kolia‐Dermitzaki 《Al-Masaq: Islam & the Medieval Mediterranean》1994,7(1):267-278
Ducellier, A., Kaplan, M., Martin, Bernadette, avec la collaboration de Françoise Micheau. Le Moyen Âge en Orient. Byzance et l'Islam. Des Barbares aux Ottomans. Paris: Hachette Histoire Université, 1990. 相似文献
6.
7.
8.
Sarah Anne Murphy Martha A Bedard Jill Crawley-Low Diane Fagen Jean-Paul Jette 《Journal of the Medical Library Association》2005,93(1):130-132
The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC. 相似文献
9.
Lotta Haglund Annikki Roos Petra Wallgren‐Björk 《Health information and libraries journal》2018,35(3):251-255
Librarians in Sweden are facing huge challenges in meeting the demands of their organisations and users. This article looks at four key areas: coping with open science/open access initiatives; increasing demands from researchers for support doing systematic reviews; understanding user experiences in Swedish health science libraries; and the consequences of expanding roles for recruitment and continuing professional development. With regard to changing roles, there is an increasing shift from the generalist towards the expert role. The authors raise the issue as to how to prepare those new to the profession to the changing environment of health science libraries. 相似文献
10.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献