全文获取类型
| 收费全文 | 8476篇 |
| 免费 | 144篇 |
| 国内免费 | 7篇 |
专业分类
| 教育 | 6227篇 |
| 科学研究 | 501篇 |
| 各国文化 | 166篇 |
| 体育 | 700篇 |
| 综合类 | 3篇 |
| 文化理论 | 128篇 |
| 信息传播 | 902篇 |
出版年
| 2022年 | 51篇 |
| 2021年 | 75篇 |
| 2020年 | 149篇 |
| 2019年 | 211篇 |
| 2018年 | 290篇 |
| 2017年 | 314篇 |
| 2016年 | 294篇 |
| 2015年 | 224篇 |
| 2014年 | 248篇 |
| 2013年 | 1868篇 |
| 2012年 | 231篇 |
| 2011年 | 229篇 |
| 2010年 | 215篇 |
| 2009年 | 184篇 |
| 2008年 | 285篇 |
| 2007年 | 214篇 |
| 2006年 | 209篇 |
| 2005年 | 193篇 |
| 2004年 | 152篇 |
| 2003年 | 186篇 |
| 2002年 | 164篇 |
| 2001年 | 132篇 |
| 2000年 | 117篇 |
| 1999年 | 115篇 |
| 1998年 | 105篇 |
| 1997年 | 108篇 |
| 1996年 | 118篇 |
| 1995年 | 122篇 |
| 1994年 | 117篇 |
| 1993年 | 93篇 |
| 1992年 | 113篇 |
| 1991年 | 107篇 |
| 1990年 | 105篇 |
| 1989年 | 92篇 |
| 1988年 | 87篇 |
| 1987年 | 73篇 |
| 1986年 | 65篇 |
| 1985年 | 74篇 |
| 1984年 | 61篇 |
| 1983年 | 81篇 |
| 1982年 | 74篇 |
| 1981年 | 78篇 |
| 1980年 | 83篇 |
| 1979年 | 75篇 |
| 1978年 | 54篇 |
| 1977年 | 44篇 |
| 1976年 | 52篇 |
| 1975年 | 43篇 |
| 1974年 | 41篇 |
| 1972年 | 24篇 |
排序方式： 共有8627条查询结果，搜索用时 15 毫秒
111.
112.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
113.
114.
Kim M. Tsai Ronald E. Dahl Michael R. Irwin Julienne E. Bower Heather McCreath Teresa E. Seeman David M. Almeida Andrew J. Fuligni 《Child development》2018,89(5):1577-1588
The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (Mage = 16.40 years, 43% male) and their parents (Mage = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep. 相似文献
115.
116.
117.
Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example. 相似文献
118.
Randomised controlled trials (RCTs) are often seen as the 'gold standard' of evaluative research. However, whilst randomisation will ensure comparable groups, trials are still vulnerable to a range of biases that can undermine their internal validity. In this paper we describe a number of common threats to the internal validity of RCTs and methods of countering them. We highlight a number of examples from randomised trials in education and health care where problems of execution and analysis of the RCT has undermined their internal validity. However, awareness of these potential biases can lead to careful planning to avoid or reduce their occurrence. If good quality randomised trials are to inform policy and practice in education then rigorous trials need to be designed that are the least susceptible to threats to their validity. 相似文献
119.
Three rats received unmodifiable tailshock at random intervals in a shuttlebox. In a continuous-choice situation, Ss could choose between an auditory signal immediately preceding or immediately following the tailshock. Over repeated daily 3-h sessions, each S acquired a spatial discrimination indicating a strong preference for the signal preceding tailshock. This preference continued undiminished through two successive reversals of the position associated with signaled shock. This demonstration precludes explanations of the preference-for-signaled-shock phenomenon based upon primary reinforcement value or acquired value of the signal, position preferences, and overt modification of the aversiveness of the reinforcer through such means as postural adjustments. An explanation of recent failures to obtain the preference-for-signaled-shock effect is offered. 相似文献
120.