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41.
The Youth in Transition Survey is used to follow the postsecondary education (PSE) pathways and outcomes of Canadian youth over the mid 2000s. Students starting at community colleges and four year universities are analyzed separately. First program outcomes are reported, showing the proportions of students who leave their first programs but remain in PSE by switching/transferring to other programs, institutions, or levels. Multinomial regression estimates correlates of students’ first program switching and leaving decisions. Five year graduation rates are calculated to show the importance of different pathways (across programs, institutions, and levels) to earning a PSE credential; in the aggregate and for subgroups of students. Transfers constitute important but not terribly large pathways for Canadian students to adjust their PSE and obtain PSE credentials. We calculate the resulting extent to which institution specific measures of persistence, PSE leaving, and graduation rates misstate the rates experienced by students. Compared to American students, university and community college starters in Canada have higher persistence and graduation rates and lower transfer rates across institutions. For community college starters, much of the difference is due to the relative lack of well defined pathways from community colleges to universities in Canada. We find that students with more family resources are better able to transfer across programs or institutions in order to obtain a PSE credential. 相似文献
42.
Bin Ling Colin Allison J Ross Nicholl Luke Moodley Dave Roberts 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):289-294
The Disabilities Information Flow (DIF) project at the University of St Andrews has sought to provide a means of efficiently managing all student disabilities information within the institution and provide appropriate role‐based service interfaces for all staff who need to routinely interact with this information. This paper describes the software engineering processes used for the context analysis, design and implementation of the DIF. 相似文献
43.
In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
44.
Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring
literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA)
in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general
cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated
that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent.
RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found
uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly
associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development
of English-speaking preschool children. 相似文献
45.
安东尼·布莱尔 《中山大学学报论丛》2011,4(1)
"非形式逻辑"作为逻辑的子领域,最初出现于1970至1980年代的美国和加拿大,本文意在回顾非形式逻辑发展的早期历史进程.本文假定,当我们从历史的角度来考察时,非形式逻辑的本质能够得以阐明.因此,我将以观念史领域的评论作为出发点.之所以不从理论的要素谈起并把历史留给历史学家,其中一个理由在于"非形式逻辑"这个词并不指示一个理论.非形式逻辑部分地可看作是某个思潮,部分地可当作一种论证研究进路,部分地涉及到对逻辑之本质的看法,这些都可以通过考察非形式逻辑的发展史来加以理解.本文的第一部分追溯了非形式逻辑的兴起,概括了其思想史和社会史,并评述了其早期发展中的主要人物、教科书,以及主要的论旨及其社会化.第二部分简要描述了<逻辑的自我辩护>这本教科书中的一些革新.第三部分简要涉及非形式逻辑与其它领域的早期互动. 相似文献
46.
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48.
Parenting gifted adolescents requires democratic and androgynous parenting practices to provide the guidance that gifted students look for as they grow toward adulthood. 相似文献
49.
50.
Steven M. Ross William L. Sanders S. Paul Wright Sam Stringfield L. Weiping Wang Marty Alberg 《School Effectiveness & School Improvement》2013,24(3):323-346
The purpose of this study was to analyze student achievement data from the first 3 years of the Memphis Restructuring Initiative (MRI). The MRI represents one of the first efforts by an urban school district to move past traditional top-down versus bottom-up reform debates by providing systemic support for outside-in/inside-out implementation and local co-construction of externally-developed reform designs in schools. Analyses of academic achievement focus on a state-of-the-art measure of value added assessments. At the end of 3 years the reforming schools had produced generally positive gains relative to locally matched control schools. Those results varied somewhat by reform type and by level of poverty in the communities being served. Based on the research methods used and the results, implications for future research and practice in educational reform are discussed. 相似文献