全文获取类型
收费全文 | 20570篇 |
免费 | 17篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 9篇 |
2018年 | 3491篇 |
2017年 | 2818篇 |
2016年 | 2253篇 |
2015年 | 196篇 |
2014年 | 77篇 |
2013年 | 95篇 |
2012年 | 569篇 |
2011年 | 2393篇 |
2010年 | 2519篇 |
2009年 | 1471篇 |
2008年 | 1702篇 |
2007年 | 2180篇 |
2006年 | 29篇 |
2005年 | 213篇 |
2004年 | 170篇 |
2003年 | 118篇 |
2002年 | 64篇 |
2001年 | 32篇 |
2000年 | 55篇 |
1999年 | 17篇 |
1998年 | 22篇 |
1997年 | 19篇 |
1996年 | 11篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1990年 | 7篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1955年 | 1篇 |
1954年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
11.
12.
13.
14.
15.
16.
17.
18.
19.
Kevin D. Stark William M. Reynolds Nadine J. Kaslow 《Journal of abnormal child psychology》1987,15(1):91-113
Twenty-nine children 9 to 12 years old who were identified as moderately to severely depressed using the Children's Depression Inventory were randomly assigned to either a self-control, behavioral problem-solving, or waiting list condition. The self-control treatment focused on teaching children self-management skills. The behavioral problem-solving therapy consisted of education, self-monitoring of pleasant events, and group problem solving directed toward improving social behavior. Subjects were assessed pre-and posttreatment and at 8-week follow-up with multiple assessment procedures and from multiple perspectives. At posttreatment, subjects in both active treatments reported significant improvement on self-report and interview measures of depression while subjects in the waiting list condition reported minimal change. Results were maintained at follow-up. The general success of the experimental treatments was discussed and recommendations for further treatment components were provided.Second authorship on this article is shared by Drs. Reynolds and Kaslow. The authors would like to thank Mr. Ed Guzwieski, Principal, and the teachers of Oregon Middle School for their cooperation with this study. The authors also would like to thank Mary Wysopal for conducting the posttreatment and follow-up interviews, and Carol Fairbanks for rating the audiotapes. 相似文献
20.
Rodger Beehler 《Studies in Philosophy and Education》1990,10(4):315-335
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise. 相似文献