全文获取类型
收费全文 | 2090篇 |
免费 | 35篇 |
国内免费 | 1篇 |
专业分类
教育 | 1478篇 |
科学研究 | 165篇 |
各国文化 | 19篇 |
体育 | 225篇 |
文化理论 | 53篇 |
信息传播 | 186篇 |
出版年
2023年 | 10篇 |
2022年 | 16篇 |
2021年 | 23篇 |
2020年 | 35篇 |
2019年 | 72篇 |
2018年 | 81篇 |
2017年 | 82篇 |
2016年 | 79篇 |
2015年 | 41篇 |
2014年 | 55篇 |
2013年 | 480篇 |
2012年 | 60篇 |
2011年 | 51篇 |
2010年 | 38篇 |
2009年 | 36篇 |
2008年 | 44篇 |
2007年 | 37篇 |
2006年 | 30篇 |
2005年 | 30篇 |
2004年 | 41篇 |
2003年 | 31篇 |
2002年 | 31篇 |
2001年 | 31篇 |
2000年 | 36篇 |
1999年 | 25篇 |
1998年 | 19篇 |
1997年 | 30篇 |
1996年 | 24篇 |
1995年 | 35篇 |
1994年 | 22篇 |
1993年 | 12篇 |
1992年 | 22篇 |
1991年 | 23篇 |
1990年 | 19篇 |
1989年 | 23篇 |
1987年 | 18篇 |
1986年 | 19篇 |
1985年 | 24篇 |
1984年 | 18篇 |
1983年 | 19篇 |
1982年 | 23篇 |
1981年 | 22篇 |
1980年 | 18篇 |
1979年 | 23篇 |
1978年 | 14篇 |
1977年 | 15篇 |
1976年 | 17篇 |
1973年 | 14篇 |
1971年 | 10篇 |
1889年 | 9篇 |
排序方式: 共有2126条查询结果,搜索用时 15 毫秒
31.
That the sample mean and variance are “good” estimates of the corresponding population parameters is easily accepted as “obvious” by students, but the concept of standard error of the mean is often found to be quite a hurdle. That this standard error decreases inversely as the square-root of the sample size, and the mysterious appearance of the Normal distribution, are often taken as magical and incomprehensible effects, and non-mathematical students can often be turned away from further understanding. This article describes a program which provides an experimental framework in which the student can rapidly develop an intuition for the basic properties of sampling. 相似文献
32.
33.
34.
35.
Charles Duncan 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):31-40
Courseware development often involves a great deal of effort. One approach to minimising effort while maintaining flexibility is illustrated, using a tutoring system as an example. The system comprises two parts: a 'shell' which contains facilities useful for many different subjects, and an interpreter which generates questions which are subject specific. 相似文献
36.
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
37.
We designed from scratch a minimal manual of the kind proposed by Carroll (1990) for Unix e-mail. The design process involved acquiring from a set of experts information about e-mail use that would be helpful to novices, and acquiring from novices information that guided subsequent versions of the manual. The seventh version of the minimal manual was tested against a commercial manual, in a comparative performance experiment, with 30 naive subjects. It had approximately 13% of the pages of the commercial manual; it resulted in 30% faster learning and more effective use of the e-mail system overall, and significantly better performance on individual subtasks; including the recovery from errors. Significantly more users were satisfied with it than with the conventional manual. Carroll's general principles of manual design for minimal manuals were found to be a good basis for design, and we suggest these guidelines are suitable for the design of such manuals from scratch. 相似文献
38.
39.
Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin 总被引:1,自引:0,他引:1
Cultural-historical psychology identifies play as the leading activity in preschool development. Vygotsky's (1967, 1978) seminal work outlined two categories of leading influences: play makes a foundational contribution to the development of semiotic mediation, and it involves active appropriation of social roles and rules and other integral aspects of social organization. Leont'ev's (1981) concept of appropriation and Bakhtin's (1981) concepts of heteroglossia and ideological becoming are used to elaborate and extend Vygotsky's original work, particularly with regard to creativity in preschool play. The paper concludes with a consideration of the pedagogical implications of the cultural-historical view on play, including the use of play to cultivate understanding of the arbitrary nature of signs and the appropriation of the social roles and organizational patterns of society. 相似文献
40.
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献