全文获取类型
收费全文 | 9903篇 |
免费 | 88篇 |
国内免费 | 5篇 |
专业分类
教育 | 6799篇 |
科学研究 | 1269篇 |
各国文化 | 47篇 |
体育 | 669篇 |
文化理论 | 132篇 |
信息传播 | 1080篇 |
出版年
2022年 | 39篇 |
2021年 | 63篇 |
2020年 | 101篇 |
2019年 | 159篇 |
2018年 | 871篇 |
2017年 | 893篇 |
2016年 | 656篇 |
2015年 | 163篇 |
2014年 | 165篇 |
2013年 | 1091篇 |
2012年 | 218篇 |
2011年 | 444篇 |
2010年 | 412篇 |
2009年 | 275篇 |
2008年 | 341篇 |
2007年 | 449篇 |
2006年 | 111篇 |
2005年 | 182篇 |
2004年 | 231篇 |
2003年 | 168篇 |
2002年 | 114篇 |
2001年 | 119篇 |
2000年 | 156篇 |
1999年 | 126篇 |
1998年 | 57篇 |
1997年 | 60篇 |
1996年 | 64篇 |
1995年 | 58篇 |
1994年 | 59篇 |
1993年 | 51篇 |
1992年 | 110篇 |
1991年 | 96篇 |
1990年 | 84篇 |
1989年 | 116篇 |
1988年 | 77篇 |
1987年 | 74篇 |
1986年 | 78篇 |
1985年 | 96篇 |
1984年 | 70篇 |
1983年 | 72篇 |
1982年 | 75篇 |
1981年 | 58篇 |
1980年 | 65篇 |
1979年 | 73篇 |
1978年 | 74篇 |
1977年 | 56篇 |
1976年 | 61篇 |
1974年 | 47篇 |
1973年 | 43篇 |
1969年 | 33篇 |
排序方式: 共有9996条查询结果,搜索用时 31 毫秒
191.
192.
193.
Patrick J. Herling B. Tanya Mohseni Derek C. Hill Stacy Chelf Jeffrey A. Rickert Jonathan T. Leo Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223
Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists. 相似文献
194.
195.
To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment. 相似文献
196.
Marie T. Mora 《Economics of Education Review》1997,16(4):407-418
This study examines the influence of the opportunity costs of school attendance, educational quality attributes, and household socioeconomic status on the educational demand of Mexican Americans, African Americans, and non-Hispanic whites using the 1988–1990 surveys of the National Education Longitudinal Study. Implementing a utility-maximizing framework, educational demand assumes the form of schools' average daily attendance rates and student dropout decisions between the 8th and 10th grades. The basic results suggest that a school's attendance rate is sensitive to educational quality and student characteristics. Moreover, the demand for education measured by student attrition inversely relates to unexplained school attendance, and is positively affected by household socioeconomic status. Some policy recommendations based on the results are discussed. 相似文献
197.
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined. 相似文献
198.
199.
T. Gary Waller 《Learning & behavior》1974,2(4):298-304
Experiment I compared constant (CI), variable-between (VBI), and variable-within (WVI) irrelevant cues during an extradimensional (ED) shift discrimination. Performance was better for CI than for VBI and better for VBI than for VWI. Experiment II combined CI, VBI, and VWI cues with ED or intradimensional (ID) shifts. Irrelevant-cue conditions did not affect ID performance but did affect ED performance. The typical superiority of ID, as compared to ED, shifts was observed in the VWI condition but not in the CI condition. Implications for mediating-response (i.e., attention or observing-response) theories were indicated. 相似文献
200.