全文获取类型
| 收费全文 | 577篇 |
| 免费 | 25篇 |
专业分类
| 教育 | 389篇 |
| 科学研究 | 50篇 |
| 各国文化 | 8篇 |
| 体育 | 86篇 |
| 文化理论 | 7篇 |
| 信息传播 | 62篇 |
出版年
| 2023年 | 4篇 |
| 2022年 | 10篇 |
| 2021年 | 22篇 |
| 2020年 | 33篇 |
| 2019年 | 28篇 |
| 2018年 | 45篇 |
| 2017年 | 56篇 |
| 2016年 | 52篇 |
| 2015年 | 23篇 |
| 2014年 | 22篇 |
| 2013年 | 100篇 |
| 2012年 | 24篇 |
| 2011年 | 22篇 |
| 2010年 | 14篇 |
| 2009年 | 23篇 |
| 2008年 | 17篇 |
| 2007年 | 23篇 |
| 2006年 | 11篇 |
| 2005年 | 6篇 |
| 2004年 | 9篇 |
| 2003年 | 12篇 |
| 2002年 | 7篇 |
| 2001年 | 5篇 |
| 2000年 | 5篇 |
| 1999年 | 2篇 |
| 1998年 | 2篇 |
| 1997年 | 3篇 |
| 1995年 | 1篇 |
| 1994年 | 1篇 |
| 1992年 | 2篇 |
| 1991年 | 2篇 |
| 1990年 | 1篇 |
| 1985年 | 1篇 |
| 1984年 | 1篇 |
| 1983年 | 2篇 |
| 1982年 | 4篇 |
| 1981年 | 1篇 |
| 1978年 | 1篇 |
| 1976年 | 1篇 |
| 1975年 | 1篇 |
| 1972年 | 3篇 |
排序方式： 共有602条查询结果，搜索用时 406 毫秒
21.
22.
Adam Czornik 《Journal of The Franklin Institute》2010,347(2):502-507
In this paper we introduce certain constants that characterize exponential stability or exponential unstability of discrete linear time varying systems. We also present bounds for Lyapunov and Perron exponents in terms of the introduced constants. 相似文献
23.
24.
Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes 
下载免费PDF全文
下载免费PDF全文 The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes. 相似文献
25.
26.
In this paper, I engage with arguments put forth by Blue Mahy in his article “A speculative-posthumanist examination of the ‘science-ethics nexus’ in Australian secondary schools.” Mahy argues that by using relational posthumanist concepts as a diffractive lens, his critiques of Australian school science standards find the underlying hegemonies of masculine, Euro-Western ideologies that infuse the stance on ethics in science education. He uses a ‘plug in process’ of posthumanist concepts to generate a ‘speculative fiction’. This is a method used to reclaim ethics and science by creating narratives produced by the diffracted projections of posthumanist concepts. In my own research on science teacher education, I explore Mahy's use of diffraction for both critiquing science curriculum and providing projections for future ethical commitments in school science education. I utilize data from my science methods course which is situated in Central California’s agricultural region at a largely Hispanic-Serving Institution.
相似文献27.
28.
The influence of game location and outcome on behaviour and mood states among professional rugby league players 总被引：2，自引：0，他引：2
In this study, we examined the relationship between home and away matches on mood. In addition, the relationships between game location, game outcome, behavioural factors, and mood were investigated among 12 professional English rugby league players competing in the Super League. Participants completed daily diaries for 27 days. The diary consisted of six analogue scales measuring mood (relaxed-tense, energetic-weary, depressed-elated, tired-alert, anxious-calm, cheerful-miserable) as well as behavioural factors and self-rated performance. There were no significant differences in self-reported mood states leading up to home or away matches except for players feeling more tired when playing away. Significant relationships between mood and behaviours (e.g. sleep and eating) and subjective performance were observed. The outcome of the match was found to influence mood, with a defeat resulting in decreased mood. Our results show that game location did not influence mood and therefore does not provide an explanation for the home advantage. 相似文献
29.
30.
Louis Manfra Christina Squires Laura H. B. Dinehart Charles Bleiker Suzanne C. Hartman Adam Winsler 《The Journal of educational research》2017,110(5):528-537
The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. 相似文献