全文获取类型
收费全文 | 5809篇 |
免费 | 53篇 |
国内免费 | 5篇 |
专业分类
教育 | 4314篇 |
科学研究 | 354篇 |
各国文化 | 113篇 |
体育 | 366篇 |
综合类 | 4篇 |
文化理论 | 58篇 |
信息传播 | 658篇 |
出版年
2020年 | 54篇 |
2019年 | 99篇 |
2018年 | 100篇 |
2017年 | 158篇 |
2016年 | 133篇 |
2015年 | 99篇 |
2014年 | 110篇 |
2013年 | 1449篇 |
2012年 | 120篇 |
2011年 | 107篇 |
2010年 | 101篇 |
2009年 | 120篇 |
2008年 | 139篇 |
2007年 | 126篇 |
2006年 | 115篇 |
2005年 | 111篇 |
2004年 | 111篇 |
2003年 | 107篇 |
2002年 | 95篇 |
2001年 | 62篇 |
2000年 | 74篇 |
1999年 | 59篇 |
1998年 | 64篇 |
1997年 | 70篇 |
1996年 | 73篇 |
1995年 | 69篇 |
1994年 | 76篇 |
1993年 | 70篇 |
1992年 | 69篇 |
1991年 | 76篇 |
1990年 | 76篇 |
1989年 | 76篇 |
1988年 | 66篇 |
1987年 | 60篇 |
1986年 | 69篇 |
1985年 | 55篇 |
1984年 | 61篇 |
1983年 | 85篇 |
1982年 | 60篇 |
1981年 | 60篇 |
1980年 | 66篇 |
1979年 | 58篇 |
1978年 | 80篇 |
1977年 | 63篇 |
1976年 | 49篇 |
1975年 | 51篇 |
1973年 | 43篇 |
1970年 | 48篇 |
1969年 | 38篇 |
1966年 | 39篇 |
排序方式: 共有5867条查询结果,搜索用时 22 毫秒
181.
182.
183.
The perceptions of 135 teachers of elementary, secondary, and mentally retarded students on the competency and interpersonal skill characteristics of teachers within their teacher subgroup and toward the two other subgroups were assessed by a semantic differential instrument. Two-factor (3×3) analysis of variance indicated that teachers of mentally retarded students and teachers of elementary students were rated higher than secondary teachers on the Competency and Interpersonal scales. Teachers of mentally retarded students were rated higher than elementary teachers on the Interpersonal scale. Professional self-esteem of teachers and its implications for school psychologists was discussed in light of these findings, and additional research was urged to determine the generalizability of the results. 相似文献
184.
This article describes the development, utilization, and evaluation of an early screening battery for predicting school success or failure. The battery was administered to the pediatric population of the Southern California Permanente Medical Group, Panorama City Medical Center, at the time of the routine five-year health examination. For 411 children whose school performance was assessed by the teacher at age seven years, the Caldwell Test was the best predictor, but it had significant value for girls only (p<0.0001). In 1,251 children evaluated at age nine years, the Beery-Butkenica Developmental Test of Visual-Motor Integration (VMI) and the Caldwell Test were the best predictors (p⩽0.003). In 600 children for whom we had teacher ratings at ages seven and nine years, the VMI repeated at age seven years significantly predicted academic achievement and reading at age nine years for girls and boys (p = 0.007). Although combining the academic performance with VMI results at age seven years yielded 89% accuracy of prediction at age nine years, the false-positive rate represents a serious practical problem of mislabeling children as school failures. 相似文献
185.
The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation. 相似文献
186.
187.
Gifted reevaluations consume an enormous amount of professional time and energy. The purpose of the present study was to survey gifted education teachers' and supervisors' perceptions of current gifted reevaluation practices. Results showed most gifted educators were not in agreement with the practice of using gifted reevaluations to reestablish program eligibility. Instead, they would prefer to get information relevant to program evaluation, program planning, and the need for additional services. Included among the alternatives suggested to replace the present gifted reevaluation practices were consideration of student work products, motivation, and interest; reports by parents and by regular and gifted education teachers; and monitoring the student progress made in achieving the goals of the individual educational program. 相似文献
188.
189.
190.
Robert D. Lyman Steven Prentice-Dunn David R. Wilson Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519
Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children. 相似文献