全文获取类型
| 收费全文 | 3774篇 |
| 免费 | 68篇 |
| 国内免费 | 3篇 |
专业分类
| 教育 | 2384篇 |
| 科学研究 | 763篇 |
| 各国文化 | 45篇 |
| 体育 | 221篇 |
| 综合类 | 2篇 |
| 文化理论 | 43篇 |
| 信息传播 | 387篇 |
出版年
| 2021年 | 31篇 |
| 2020年 | 45篇 |
| 2019年 | 66篇 |
| 2018年 | 104篇 |
| 2017年 | 113篇 |
| 2016年 | 98篇 |
| 2015年 | 49篇 |
| 2014年 | 88篇 |
| 2013年 | 1030篇 |
| 2012年 | 52篇 |
| 2011年 | 69篇 |
| 2010年 | 46篇 |
| 2009年 | 62篇 |
| 2008年 | 71篇 |
| 2007年 | 55篇 |
| 2006年 | 48篇 |
| 2005年 | 40篇 |
| 2004年 | 53篇 |
| 2003年 | 36篇 |
| 2002年 | 33篇 |
| 2001年 | 31篇 |
| 2000年 | 40篇 |
| 1999年 | 36篇 |
| 1998年 | 30篇 |
| 1997年 | 32篇 |
| 1996年 | 46篇 |
| 1995年 | 41篇 |
| 1994年 | 42篇 |
| 1993年 | 44篇 |
| 1992年 | 25篇 |
| 1991年 | 35篇 |
| 1990年 | 43篇 |
| 1989年 | 32篇 |
| 1988年 | 33篇 |
| 1987年 | 26篇 |
| 1986年 | 25篇 |
| 1985年 | 31篇 |
| 1984年 | 31篇 |
| 1983年 | 27篇 |
| 1982年 | 36篇 |
| 1981年 | 38篇 |
| 1978年 | 33篇 |
| 1929年 | 31篇 |
| 1928年 | 37篇 |
| 1927年 | 38篇 |
| 1926年 | 33篇 |
| 1925年 | 52篇 |
| 1924年 | 35篇 |
| 1923年 | 45篇 |
| 1920年 | 31篇 |
排序方式： 共有3845条查询结果，搜索用时 15 毫秒
1.
2.
3.
4.
As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed. 相似文献
5.
6.
7.
8.
Entrepreneurial scientists and entrepreneurial universities in American academic science 总被引：2，自引：0，他引：2
Etzkowitz H 《Minerva》1983,21(2-3):198-233
9.
The present study examined three hypotheses regarding the consequences of early brain damage for academic achievement: First, early brain insults will have a negative impact on achievement, even in children with normal intelligence. Second, underachievement in these children will be at least partially independent of IQ (i.e., not fully accounted for by a lowering of IQ within the average range). Third, normally intelligent children with histories of brain insult will also manifest selective cognitive dysfunctions. To test these hypotheses, we compared two groups of children who had recovered from Haemophilus influenzae type b meningitis. The "complicated" group consisted of children who, as a consequence of having sustained neurologic complications during their illness, were more likely to have had brain insults. Children in the "uncomplicated" group did not have complications with their illness and were regarded as having escaped significant central nervous system (CNS) pathology. Only children with normal hearing and a prorated Full Scale IQ of at least 80 (WISC-R) were considered. Group differences on the Wide Range Achievement Test-Revised were consistent with the first two hypotheses. Although the two groups had similar Verbal IQs, the complicated group also had a lower mean Performance IQ and performed less well on perceptually demanding neuropsychological tasks. Findings suggest that learning disabilities may have selective, brain-related cognitive antecedents; but they challenge the practice of using IQ criteria for clinical diagnosis. 相似文献
10.