全文获取类型
| 收费全文 | 710篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 547篇 |
| 科学研究 | 40篇 |
| 各国文化 | 15篇 |
| 体育 | 55篇 |
| 综合类 | 1篇 |
| 文化理论 | 7篇 |
| 信息传播 | 53篇 |
出版年
| 2023年 | 4篇 |
| 2022年 | 4篇 |
| 2020年 | 11篇 |
| 2019年 | 10篇 |
| 2018年 | 19篇 |
| 2017年 | 21篇 |
| 2016年 | 15篇 |
| 2015年 | 12篇 |
| 2014年 | 11篇 |
| 2013年 | 161篇 |
| 2012年 | 13篇 |
| 2011年 | 23篇 |
| 2010年 | 22篇 |
| 2009年 | 15篇 |
| 2008年 | 17篇 |
| 2007年 | 17篇 |
| 2006年 | 14篇 |
| 2005年 | 16篇 |
| 2004年 | 13篇 |
| 2003年 | 8篇 |
| 2002年 | 15篇 |
| 2001年 | 11篇 |
| 2000年 | 17篇 |
| 1999年 | 8篇 |
| 1998年 | 9篇 |
| 1997年 | 8篇 |
| 1996年 | 7篇 |
| 1995年 | 8篇 |
| 1994年 | 20篇 |
| 1993年 | 4篇 |
| 1992年 | 10篇 |
| 1991年 | 6篇 |
| 1990年 | 11篇 |
| 1989年 | 6篇 |
| 1986年 | 5篇 |
| 1985年 | 11篇 |
| 1984年 | 12篇 |
| 1983年 | 7篇 |
| 1982年 | 9篇 |
| 1981年 | 12篇 |
| 1980年 | 9篇 |
| 1979年 | 11篇 |
| 1978年 | 5篇 |
| 1977年 | 8篇 |
| 1976年 | 4篇 |
| 1975年 | 4篇 |
| 1973年 | 7篇 |
| 1971年 | 7篇 |
| 1970年 | 3篇 |
| 1968年 | 5篇 |
排序方式： 共有718条查询结果，搜索用时 15 毫秒
711.
A prospective investigation of appraisals as mediators of the link between interparental conflict and child adjustment 总被引：7，自引：0，他引：7
This longitudinal study tested the role of children's appraisals of threat and self-blame as mediators of the association between interparental conflict and child adjustment in a sample of 298 Welsh children ages 11 to 12 years. Exposure to higher levels of interparental conflict at Time 1 predicted greater perceived threat and self-blame at Time 2, after accounting for the effects of Time 1 adjustment and appraisals on later appraisals. Perceived threat in turn was associated with increased internalizing problems at Tune 2, and self-blame was associated with higher externalizing problems. The pattern of results was largely consistent for child and parent reports of conflict and for boys and girls, though some gender differences were found in associations between appraisals and adjustment. 相似文献
712.
Wolstenholme G 《New scientist (1971)》1979,82(1148):1037-1038
713.
Findlater GS Kristmundsdottir F Parson SH Gillingwater TH 《Anatomical sciences education》2012,5(2):114-121
The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of undergraduate medicine at the University of Edinburgh. The supported self-directed approach we have developed makes use of an integrated range of resources, including formal lectures and practical sessions (incorporating gross anatomy specimens, medical imaging technologies, anatomical models, clinical scenarios, and surface anatomy workstations). In practical sessions, students are provided with a custom-made workbook that guides them through each session, with academic staff, postgraduate tutors, and near-peer teaching assistants present to deal with misunderstandings and explain more complicated topics. This approach retains many of the best attributes of didactic teaching but blends them with the advantages associated with self-directed learning approaches. The switch to supported self-directed learning-initially introduced in 2005-resulted in a significant improvement in anatomy examination scores over the subsequent period of five years, manifesting as an increase in the average anatomy practical spot examination mark, less students failing to obtain the pass mark and more students passing with distinction. We conclude that the introduction of supported self-directed learning improved students' engagement, leading to deeper learning and better understanding and knowledge of anatomy. 相似文献
714.
715.
716.
717.
718.