全文获取类型
| 收费全文 | 11053篇 |
| 免费 | 178篇 |
| 国内免费 | 16篇 |
专业分类
| 教育 | 8005篇 |
| 科学研究 | 763篇 |
| 各国文化 | 205篇 |
| 体育 | 896篇 |
| 综合类 | 5篇 |
| 文化理论 | 150篇 |
| 信息传播 | 1223篇 |
出版年
| 2022年 | 76篇 |
| 2021年 | 126篇 |
| 2020年 | 248篇 |
| 2019年 | 329篇 |
| 2018年 | 433篇 |
| 2017年 | 455篇 |
| 2016年 | 424篇 |
| 2015年 | 313篇 |
| 2014年 | 366篇 |
| 2013年 | 2514篇 |
| 2012年 | 321篇 |
| 2011年 | 315篇 |
| 2010年 | 300篇 |
| 2009年 | 264篇 |
| 2008年 | 358篇 |
| 2007年 | 279篇 |
| 2006年 | 273篇 |
| 2005年 | 225篇 |
| 2004年 | 179篇 |
| 2003年 | 225篇 |
| 2002年 | 194篇 |
| 2001年 | 166篇 |
| 2000年 | 145篇 |
| 1999年 | 133篇 |
| 1998年 | 121篇 |
| 1997年 | 125篇 |
| 1996年 | 131篇 |
| 1995年 | 135篇 |
| 1994年 | 128篇 |
| 1993年 | 108篇 |
| 1992年 | 119篇 |
| 1991年 | 124篇 |
| 1990年 | 110篇 |
| 1989年 | 104篇 |
| 1988年 | 94篇 |
| 1987年 | 87篇 |
| 1986年 | 76篇 |
| 1985年 | 91篇 |
| 1984年 | 72篇 |
| 1983年 | 86篇 |
| 1982年 | 89篇 |
| 1981年 | 87篇 |
| 1980年 | 92篇 |
| 1979年 | 87篇 |
| 1978年 | 65篇 |
| 1977年 | 49篇 |
| 1976年 | 55篇 |
| 1975年 | 49篇 |
| 1974年 | 43篇 |
| 1973年 | 33篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
81.
82.
83.
David Andrich 《Educational Measurement》2016,35(4):25-30
Since Cronbach's (1951) elaboration of α from its introduction by Guttman (1945), this coefficient has become ubiquitous in characterizing assessment instruments in education, psychology, and other social sciences. Also ubiquitous are caveats on the calculation and interpretation of this coefficient. This article summarizes a recent contribution (Andrich, 2015) on the use of coefficient α which complements these many caveats. It shows that in the presence of a simple bifactor structure of a scale where unique components of variance are homogeneous in magnitude, three components of variance and the common latent common correlation among the subscales can be calculated from the ratio of two calculations of α, one at the level of the items, the other at the level of the subscales. It was suggested that these two ready calculations and their interpretation, and the reporting of all four indices in the analysis of scales with a subscale structure, would reduce the misinterpretation of this coefficient. An illustrative example of the application of the calculations is also shown. 相似文献
84.
David Burleigh 《Publishing Research Quarterly》2017,33(4):380-391
The library channel is often underappreciated as a key part of a publisher’s business strategy. In an age where publishers are constantly seeking new revenue and marketing opportunities, presence in the library—digitally—can yield significant growth. This paper examines the library channel, its business model based on library lending, the performance of eBooks and audiobooks across all subjects, and consumer reading behavior. Digital Book Clubs, a relatively new phenomenon, are also defined and illustrated with examples demonstrating the library’s valuable role in increasing discoverability and ultimately sales. 相似文献
85.
86.
Chi (1992, 1993) Chi et al. (1994) suggests that many of the difficulties encountered by students in learning Physics concepts arise because they attribute the ontology of material substances to these concepts. These concepts are actually a special type of process - 'Constraint-Based Interactions' (CBI). Slotta and Chi (1996) reported on a study where a group of students explicitly trained in the CBI ontology showed significant gains over a control group in problem solving performance in eight simple electric circuit problems. This paper reports on a series of four studies which explore the usefulness of the ontological categorization framework in investigating students' alternative conceptions of electric circuits and in developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts. 相似文献
87.
David Palmer 《International Journal of Science Education》2013,35(6):681-696
When attempting to solve closely related problems in science, students will often respond to irrelevant contextual features in the questions rather than generalizing their conceptions over the range of relevant situations. In this study, a group of 40 students (one group of 15‐16‐year‐olds and another of preservice science teachers) was surveyed and interviewed to determine the effect of context on the reasoning which they used to solve problems concerning the forces acting on objects in linear motion. It was found that the younger group of students were influenced by contextual features such as the speed, weight and position of the moving object, the direction of the motion and their own personal experience of the context. There were clearly two types of contextual effects ‐‐ primary and secondary, which are described. The older group of students was generally less affected by context and thus more consistent in their reasoning. 相似文献
88.
89.
90.