全文获取类型
收费全文 | 1902篇 |
免费 | 29篇 |
国内免费 | 16篇 |
专业分类
教育 | 1365篇 |
科学研究 | 180篇 |
各国文化 | 28篇 |
体育 | 200篇 |
综合类 | 28篇 |
文化理论 | 16篇 |
信息传播 | 130篇 |
出版年
2022年 | 21篇 |
2021年 | 27篇 |
2020年 | 44篇 |
2019年 | 53篇 |
2018年 | 83篇 |
2017年 | 73篇 |
2016年 | 72篇 |
2015年 | 37篇 |
2014年 | 55篇 |
2013年 | 255篇 |
2012年 | 70篇 |
2011年 | 58篇 |
2010年 | 44篇 |
2009年 | 53篇 |
2008年 | 47篇 |
2007年 | 62篇 |
2006年 | 67篇 |
2005年 | 58篇 |
2004年 | 55篇 |
2003年 | 94篇 |
2002年 | 124篇 |
2001年 | 119篇 |
2000年 | 72篇 |
1999年 | 27篇 |
1998年 | 21篇 |
1997年 | 21篇 |
1996年 | 16篇 |
1995年 | 17篇 |
1994年 | 13篇 |
1993年 | 15篇 |
1992年 | 10篇 |
1991年 | 15篇 |
1990年 | 15篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 9篇 |
1986年 | 5篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1980年 | 5篇 |
1978年 | 8篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1972年 | 4篇 |
1969年 | 4篇 |
1964年 | 7篇 |
1887年 | 3篇 |
1865年 | 4篇 |
排序方式: 共有1947条查询结果,搜索用时 15 毫秒
41.
Dirk J. Van De Kaa 《Higher Education》1994,28(1):59-83
The Netherlands form a consensus democracy. In such a society the legitimacy of decisions is of great concern to all. An elaborate system of checks and balances tends to exist and the pressure to join an emerging consensus at meetings is both subtle and tremendously powerful. In the Dutch system of higher education and research the manifestations of the consensus ideal are numerous. This paper highlights them where appropriate. It reviews the Dutch research effort in an international perspective and concludes that R&D expenditure in the Netherlands, measured as a proportion of GDP, is declining. Fairly radical changes in science policy orientation since the 1960s are reviewed and the current frameworks for policy formulation, academic foresight and the organisation of support are sketched. After discussing NWO's different funding instruments, the practices of picking the winners are described in some detail. Three different peer review models are then discussed with special attention to their strengths and weaknesses. The paper's final section is focussed on the evaluation practices in force. 相似文献
42.
Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation
may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can
use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However,
the results of Experiment 4 showed that a subset of adults—namely, those more successful at identifying actions that had been seen more frequently than
comparison sequences—were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing
of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical
learning in other domains, including language. 相似文献
43.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
44.
冷轧纯铝板在不同温度退火后的织构 总被引:1,自引:0,他引:1
通过对单向冷轧的纯铝板在140℃,200℃,300℃,380℃退火,用X射线衍射物相分析,研究冷轧纯铝板在退火前和各温度退火后的织构,结果表明,在140-300℃的中低温退火后,板中的形变强织构被削弱,产生新的退火织构;在380℃的高温退火后,板中的形变强织构被进一步增强。 相似文献
45.
We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development. 相似文献
46.
47.
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
48.
William J. Meyer Patrick Morrison Anayansi Lombardero Kelsey Swingle Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205
Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment. 相似文献
49.
It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed. 相似文献
50.