全文获取类型
收费全文 | 23285篇 |
免费 | 329篇 |
国内免费 | 14篇 |
专业分类
教育 | 16559篇 |
科学研究 | 1911篇 |
各国文化 | 250篇 |
体育 | 2290篇 |
综合类 | 7篇 |
文化理论 | 212篇 |
信息传播 | 2399篇 |
出版年
2021年 | 232篇 |
2020年 | 359篇 |
2019年 | 536篇 |
2018年 | 728篇 |
2017年 | 665篇 |
2016年 | 662篇 |
2015年 | 402篇 |
2014年 | 532篇 |
2013年 | 4233篇 |
2012年 | 484篇 |
2011年 | 536篇 |
2010年 | 402篇 |
2009年 | 434篇 |
2008年 | 473篇 |
2007年 | 439篇 |
2006年 | 414篇 |
2005年 | 358篇 |
2004年 | 389篇 |
2003年 | 304篇 |
2002年 | 323篇 |
2001年 | 458篇 |
2000年 | 508篇 |
1999年 | 434篇 |
1998年 | 255篇 |
1997年 | 248篇 |
1996年 | 306篇 |
1995年 | 244篇 |
1994年 | 257篇 |
1993年 | 220篇 |
1992年 | 349篇 |
1991年 | 366篇 |
1990年 | 339篇 |
1989年 | 364篇 |
1988年 | 336篇 |
1987年 | 325篇 |
1986年 | 325篇 |
1985年 | 370篇 |
1984年 | 292篇 |
1983年 | 303篇 |
1982年 | 239篇 |
1981年 | 246篇 |
1980年 | 259篇 |
1979年 | 349篇 |
1978年 | 258篇 |
1977年 | 238篇 |
1976年 | 193篇 |
1975年 | 164篇 |
1974年 | 167篇 |
1973年 | 164篇 |
1971年 | 150篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
991.
Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or "standards," that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states' genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry. 相似文献
992.
大多数的人总是倾向于临渴挖井而非居安思危,总觉得那些不幸之事不会降临到自己身上,但是大家有没有想过,也许有一天躺在病床上苦苦等待别人救助的会变成我们自己或者我们亲友?我是那些幸运儿之一,现在轮到我去帮助别人了。我最近进行了一次奇妙的旅行,刚从南非的德班回来,我在那里参加了第19届世界移植运动会。自1996年起,我就一直有参加这个移植运动会。无论怎么看,我 相似文献
993.
Jennifer Bragger Eugene J. Kutcher Gaynell Schettino Bridget Muzyczyn Pamela Farago Emily Fritzky 《Performance Improvement Quarterly》2016,29(2):97-124
Structuring job interviews is a method of decreasing bias and increasing the predictive validity of job performance, but research suggests that applicants can react negatively to structure (Chapman & Zweig, 2005) and that negative attitudes about selection tools can predict performance (Hausknecht, Day, & Thomas, 2004). The current exploratory study investigates how structuring the job interview in conjunction with priming the ethnicity and sex of the applicant, and in some conditions providing an explanation of the structure, affected post‐interview cognitive ability performance. Three levels of structure were randomly assigned. Those who experienced a structured interview without an explanation of its purpose scored lower than those who experienced an unstructured interview, but those who experienced a structured interview with an explanation of its purpose did not score lower than those who experienced an unstructured interview. Scores differed for females and Hispanics depending on the structure condition, but not in the same manner. Implications for recruitment, selection, and performance management are discussed. 相似文献
994.
Throughout their lives, individuals accumulate and apply lessons learned from instruction and experience. It is unclear how they transfer these lessons to become accomplished in their fields. In this exploratory study, we develop grounded hypotheses about the relationship of transfer to accomplishment. Selected individuals told stories about what they learned that influenced their major accomplishments, their sources, and timing. Findings indicate that individuality is magnified on the road to accomplishment, although shared lessons were evident. Attitudes and values, adopted and applied, seemed to play a special role in the passage from transfer to accomplishment. 相似文献
995.
996.
997.
Sammy Perone Stephen J. Molitor Aaron T. Buss John P. Spencer Larissa K. Samuelson 《Child development》2015,86(3):812-827
Executive functions enable flexible thinking, something young children are notoriously bad at. For instance, in the dimensional change card sort (DCCS) task, 3‐year‐olds can sort cards by one dimension (shape), but continue to sort by this dimension when asked to switch (to color). This study tests a prediction of a dynamic neural field model that prior experience with the postswitch dimension can enhance 3‐year‐olds' performance in the DCCS. In Experiment 1A, a matching game was used to preexpose 3‐year‐olds (n = 36) to color. This facilitated switching from sorting by shape to color. In 3 , 3‐year‐olds (n = 18) were preexposed to shape. This did not facilitate switching from sorting by color to shape. The model was used to explain this asymmetry. 相似文献
998.
Bernie Grummell Michael J. Murray 《Journal of educational administration and history》2015,47(4):432-450
Further education typically represents the vocational, technical and practice-based forms of education, but this is now being repositioned in a neo-liberal era that is driving a performance-based and market-orientated vision of education in the Republic of Ireland and elsewhere. The implacable drive of neo-liberal economics in everyday practice is evident in the current economic and training discourses of further education, which aim to upgrade the employability of low-skilled and marginalised sectors of the population. The article provides an overview of shifts in educational policy and practices that align Irish further education with what has occurred in the UK and elsewhere through processes of professionalisation and performativity. Analysis of the potential impact on notions of professional identity in the sector helps to articulate the principles, pedagogies and philosophies that will be vital when contesting the performance cultures of New Managerialism that seem likely to ensue. We explore the implications in terms of the policy discourses, organisational structure and professional practices of further education. We contend that changes in these areas have profound impacts on the learning and knowledge base of further education, constraining its social justice and transformative capacity for the learners at the heart of further education. 相似文献
999.
Parental Cultural Socialization of Mexican‐American Adolescents’ Family Obligation Values and Behaviors 下载免费PDF全文
Kim M. Tsai Eva H. Telzer Nancy A. Gonzales Andrew J. Fuligni 《Child development》2015,86(4):1241-1252
The current study examined how parents’ cultural socialization efforts contribute to adolescents’ family obligation values and behaviors and how these processes may depend upon the relational climate at home. Utilizing survey and daily diary methodologies, 428 Mexican‐American adolescents (50% males; Mage = 15 years) and their parents (83% mothers; Mage = 42 years) participated in the study. Adolescents reported on their family obligation values and engagement in family assistance tasks across 14 days. Parents reported on their cultural socialization practices. Results indicated that parental cultural socialization was associated with adolescents’ family obligation values and behaviors when parent–child relationships were low in conflict and high in support. Findings suggest that the transmission of cultural values and practices is best facilitated through positive parent–child relationships. 相似文献
1000.
Individual Differences in Childhood Behavior Disorders Associated With Epigenetic Modulation of the Cortisol Receptor Gene 下载免费PDF全文
Mark R. Dadds Caroline Moul David J. Hawes Antonio Mendoza Diaz John Brennan 《Child development》2015,86(5):1311-1320
Behavioral/emotional difficulties in children are the first sign of mental health problems. These problems are however, heterogeneous. A domain that may identify homogenous subgroups is hypothalamic–pituitary–adrenal function. This study tested whether epigenetic regulation of glucocorticoid receptor gene could explain the co‐occurrence of anxiety problems in children with behavior problems. Four‐ to 16‐year‐old clinically referred children (N = 241) were measured for psychiatric symptoms, methylation of target CpG sites in blood or saliva, and morning cortisol levels in those who gave blood. Increased methylation of promoter 1F CpG sites was associated with higher vulnerability to co‐occurring internalizing symptoms and morning cortisol. The results support increasing optimism that epigenetic regulation of key neuroendocrine systems might help explain hitherto unfathomable individual differences in susceptibility to psychiatric symptom profiles. 相似文献