全文获取类型
收费全文 | 3943篇 |
免费 | 74篇 |
国内免费 | 2篇 |
专业分类
教育 | 3070篇 |
科学研究 | 167篇 |
各国文化 | 62篇 |
体育 | 251篇 |
综合类 | 2篇 |
文化理论 | 33篇 |
信息传播 | 434篇 |
出版年
2023年 | 12篇 |
2022年 | 26篇 |
2021年 | 41篇 |
2020年 | 58篇 |
2019年 | 122篇 |
2018年 | 135篇 |
2017年 | 163篇 |
2016年 | 136篇 |
2015年 | 79篇 |
2014年 | 129篇 |
2013年 | 969篇 |
2012年 | 95篇 |
2011年 | 95篇 |
2010年 | 90篇 |
2009年 | 110篇 |
2008年 | 99篇 |
2007年 | 105篇 |
2006年 | 86篇 |
2005年 | 83篇 |
2004年 | 88篇 |
2003年 | 89篇 |
2002年 | 82篇 |
2001年 | 56篇 |
2000年 | 83篇 |
1999年 | 65篇 |
1998年 | 46篇 |
1997年 | 50篇 |
1996年 | 46篇 |
1995年 | 51篇 |
1994年 | 39篇 |
1993年 | 48篇 |
1992年 | 51篇 |
1991年 | 38篇 |
1990年 | 45篇 |
1989年 | 29篇 |
1988年 | 34篇 |
1987年 | 32篇 |
1986年 | 31篇 |
1985年 | 37篇 |
1984年 | 27篇 |
1983年 | 24篇 |
1982年 | 22篇 |
1981年 | 27篇 |
1980年 | 16篇 |
1979年 | 24篇 |
1978年 | 21篇 |
1977年 | 13篇 |
1976年 | 17篇 |
1975年 | 15篇 |
1968年 | 10篇 |
排序方式: 共有4019条查询结果,搜索用时 31 毫秒
101.
Stress exposure and reactivity models were examined as explanations for why girls exhibit greater levels of depressive symptoms than boys. In a multiwave, longitudinal design, adolescents' depressive symptoms, alcohol usage, and occurrence of stressors were assessed at baseline, 6, and 12 months later (N=538; 54.5% female; ages 13-18, average 14.9). Daily stressors were coded into developmentally salient domains using a modified contextual-threat approach. Girls reported more depressive symptoms and stressors in certain contexts (e.g., interpersonal) than boys. Sex differences in depression were partially explained by girls reporting more stressors, especially peer events. The longitudinal direction of effects between depression and stressors varied depending on the stressor domain. Girls reacted more strongly to stressors in the form of depression. 相似文献
102.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
103.
104.
This study examined developmental trends in object and spatial working memory (WM) using heart rate (HR) to provide an index of covert cognitive processes. Participants in 4 age groups (6-7, 9-10, 11-12, 18-26, n=20 each) performed object and spatial WM tasks, in which each trial was followed by feedback. Spatial WM task performance reached adult levels before object WM task performance. The differential developmental trends for object and spatial WM found in this study are taken to suggest that these WM components are separable. Negative performance feedback elicited HR slowing that was more pronounced for adults than for children. The development of performance monitoring as indexed by covert HR slowing following performance feedback contributes to WM performance. 相似文献
105.
Richard Spoth Linda Trudeau Cleve Redmond Chungyeol Shin Mark E. Feinberg Mark T. Greenberg 《Child development》2019,90(6):1847-1855
This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success. 相似文献
106.
Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments. 相似文献
107.
Given contemporary ethical concerns, the authors conducted a national survey of 216 college counselors’ perceptions of integrating religious and spiritual issues in multicultural counseling and counselor education. Using cluster analysis, the authors identified 4 patterns of commitments to multiculturalism and religiosity. Respondents demonstrated ethical bracketing in that they considered religious and spiritual issues favorably within the framework of multicultural counseling, irrespective of their commitments to those topics. Counselors can openly address spiritual and religious diversity. 相似文献
108.
Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries. 相似文献
109.
Paul H. Smith 《Cambridge Journal of Education》2019,49(2):163-179
Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion. 相似文献
110.