全文获取类型
收费全文 | 2862篇 |
免费 | 64篇 |
国内免费 | 1篇 |
专业分类
教育 | 2173篇 |
科学研究 | 139篇 |
各国文化 | 35篇 |
体育 | 228篇 |
文化理论 | 33篇 |
信息传播 | 319篇 |
出版年
2023年 | 15篇 |
2022年 | 30篇 |
2021年 | 34篇 |
2020年 | 57篇 |
2019年 | 105篇 |
2018年 | 117篇 |
2017年 | 135篇 |
2016年 | 129篇 |
2015年 | 78篇 |
2014年 | 102篇 |
2013年 | 682篇 |
2012年 | 79篇 |
2011年 | 71篇 |
2010年 | 69篇 |
2009年 | 64篇 |
2008年 | 77篇 |
2007年 | 69篇 |
2006年 | 57篇 |
2005年 | 54篇 |
2004年 | 44篇 |
2003年 | 51篇 |
2002年 | 50篇 |
2001年 | 46篇 |
2000年 | 59篇 |
1999年 | 43篇 |
1998年 | 27篇 |
1997年 | 21篇 |
1996年 | 24篇 |
1995年 | 21篇 |
1994年 | 18篇 |
1993年 | 30篇 |
1992年 | 36篇 |
1991年 | 30篇 |
1990年 | 28篇 |
1989年 | 20篇 |
1988年 | 19篇 |
1987年 | 22篇 |
1986年 | 19篇 |
1985年 | 23篇 |
1984年 | 16篇 |
1983年 | 10篇 |
1982年 | 15篇 |
1981年 | 22篇 |
1980年 | 13篇 |
1979年 | 19篇 |
1978年 | 17篇 |
1977年 | 11篇 |
1976年 | 13篇 |
1975年 | 10篇 |
1889年 | 9篇 |
排序方式: 共有2927条查询结果,搜索用时 15 毫秒
51.
52.
Sibling incest: a study of the dynamics of 25 cases 总被引:1,自引:0,他引:1
53.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
54.
H. A. Smith J. E. Dyment A. Hill J. Downing 《Journal of Adventure Education & Outdoor Learning》2016,16(4):303-317
This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education. 相似文献
55.
Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a
classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never
transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions
of similar software are designed solely for academic use, however, here the students were trained to use software and technologies
that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use
of technology and reported that it aided in their learning process. 相似文献
56.
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献
57.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
58.
OBJECTIVE: The current study examines homotypic stability in mother-child interactions, applying similar rating scales of mother-child interactions at 1 and 4.5 years, and heterotypic stability from 1 to 13 years and 4.5 to 13 years, using conceptually similar but not identical rating scales at age 13. DESIGN: We coded videotaped mother-child interactions in 202 families when children were 1, 4.5, and 13 years of age during age-appropriate and developmentally salient structured tasks for relationship quality. RESULTS: Multiple regression analyses controlled for the effects of child birth order and gender as well as maternal age and education. Maternal and dyadic, but not child, mother-child interaction qualities at 1 year significantly predicted similar or equivalent constructs at 4.5 and 13 years. Heterotypic stability from 1 to 13 years was partially or fully mediated by the same constructs at 4.5 years. CONCLUSIONS: Maternal behaviors showed a pattern of homotypic and heterotypic stability, whereas dyadic behaviors were somewhat less stable. Child behaviors showed evidence of both homotypic and heterotypic instability. 相似文献
59.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
60.