全文获取类型
收费全文 | 23022篇 |
免费 | 404篇 |
国内免费 | 15篇 |
专业分类
教育 | 16467篇 |
科学研究 | 2035篇 |
各国文化 | 222篇 |
体育 | 1908篇 |
综合类 | 13篇 |
文化理论 | 175篇 |
信息传播 | 2621篇 |
出版年
2022年 | 178篇 |
2021年 | 266篇 |
2020年 | 385篇 |
2019年 | 611篇 |
2018年 | 840篇 |
2017年 | 816篇 |
2016年 | 706篇 |
2015年 | 427篇 |
2014年 | 665篇 |
2013年 | 4459篇 |
2012年 | 640篇 |
2011年 | 653篇 |
2010年 | 477篇 |
2009年 | 489篇 |
2008年 | 541篇 |
2007年 | 481篇 |
2006年 | 429篇 |
2005年 | 411篇 |
2004年 | 371篇 |
2003年 | 359篇 |
2002年 | 342篇 |
2001年 | 475篇 |
2000年 | 396篇 |
1999年 | 363篇 |
1998年 | 203篇 |
1997年 | 211篇 |
1996年 | 242篇 |
1995年 | 237篇 |
1994年 | 182篇 |
1993年 | 200篇 |
1992年 | 322篇 |
1991年 | 299篇 |
1990年 | 298篇 |
1989年 | 298篇 |
1988年 | 255篇 |
1987年 | 301篇 |
1986年 | 265篇 |
1985年 | 304篇 |
1984年 | 246篇 |
1983年 | 211篇 |
1982年 | 191篇 |
1981年 | 163篇 |
1980年 | 153篇 |
1979年 | 258篇 |
1978年 | 182篇 |
1977年 | 168篇 |
1976年 | 153篇 |
1975年 | 142篇 |
1974年 | 147篇 |
1971年 | 140篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
131.
132.
133.
B. G. C. Maisonneuve T. Honegger J. Cordeiro O. Lecarme T. Thiry D. Fuard K. Berton E. Picard M. Zelsmann D. Peyrade 《Biomicrofluidics》2016,10(2)
With the rise of microfluidics for the past decade, there has come an ever more pressing need for a low-cost and rapid prototyping technology, especially for research and education purposes. In this article, we report a rapid prototyping process of chromed masks for various microfluidic applications. The process takes place out of a clean room, uses a commercially available video-projector, and can be completed in less than half an hour. We quantify the ranges of fields of view and of resolutions accessible through this video-projection system and report the fabrication of critical microfluidic components (junctions, straight channels, and curved channels). To exemplify the process, three common devices are produced using this method: a droplet generation device, a gradient generation device, and a neuro-engineering oriented device. The neuro-engineering oriented device is a compartmentalized microfluidic chip, and therefore, required the production and the precise alignment of two different masks. 相似文献
134.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
135.
136.
赋权少数族裔学生:一个干预框架 总被引:1,自引:0,他引:1
吉姆康明斯提出了一个理论框架来分析少数族裔学生学业失败的原因,以及之前曾尝试过的,诸如补偿教育和双语教育这样的教育改革相对缺乏成功的原因。这些尝试之所以没有成功是因为教育者和少数族裔学生之间的关系以及学校和少数族裔社区的关系都没有得到显著的改变。研究旨在为教育者提供一些改变这些关系,从而赋权学生,使得学生在学业上取得成功的方法。 相似文献
137.
Families immigrating to Australia face many challenges integrating into the educational system, including language barriers and interrupted schooling. We have qualitatively evaluated the educational concerns of Arabic migrants from Sudan and Iraq to Melbourne, Victoria, Australia, a city that receives a high percentage of Australia's immigrants. Using an interactive paradigm incorporating focus group discussions for thematic analysis, we concluded that the parents’ frame of reference for education was a more didactic style of learning. Parents viewed education as an essential part of the way forward for their children in Australia. However, it was stressful for them to try to cope with a new host nation's expectation of their involvement in their children's education while at the same time dealing with a language barrier. Professionals should look to empower parents with structural information about the key elements of the educational curriculum with minimal reliance on written technical language and match their expectations of parental involvement to the situation of the parents. 相似文献
138.
Dylan J.H.A. Henssen Loes van den Heuvel Guido De Jong Marc A.T.M. Vorstenbosch Anne-Marie van Cappellen van Walsum Marianne M. Van den Hurk Jan G.M. Kooloos Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 相似文献
139.
140.
ALISON M. BRADY 《Journal of Philosophy of Education》2021,55(1):25-40
Current conceptions of accountability imply that, in order for teachers to be able to hold themselves to account, they need first to have cultivated certain ‘professional dispositions’. But these conceptions fail to acknowledge the extent to which teachers are first and foremost accountable ‘as such’. For the early existentialist thought of the philosopher Jean‐Paul Sartre, this relates to a kind of responsibility premised on the ways in which we are always and inevitably responding to the world in which we find ourselves (with others). In this paper, I offer a reconceptualisation of teacher accountability in light of this, one that recognises implicit responses in classroom situations as underpinned by the subjectivity of those who bring these situations to light—often in subtle and immeasurable ways. 相似文献