全文获取类型
收费全文 | 1908篇 |
免费 | 48篇 |
国内免费 | 3篇 |
专业分类
教育 | 1532篇 |
科学研究 | 125篇 |
各国文化 | 33篇 |
体育 | 125篇 |
文化理论 | 24篇 |
信息传播 | 120篇 |
出版年
2023年 | 19篇 |
2022年 | 22篇 |
2021年 | 37篇 |
2020年 | 65篇 |
2019年 | 100篇 |
2018年 | 142篇 |
2017年 | 121篇 |
2016年 | 111篇 |
2015年 | 59篇 |
2014年 | 89篇 |
2013年 | 364篇 |
2012年 | 84篇 |
2011年 | 78篇 |
2010年 | 76篇 |
2009年 | 64篇 |
2008年 | 49篇 |
2007年 | 49篇 |
2006年 | 55篇 |
2005年 | 41篇 |
2004年 | 34篇 |
2003年 | 35篇 |
2002年 | 29篇 |
2001年 | 24篇 |
2000年 | 16篇 |
1999年 | 19篇 |
1998年 | 16篇 |
1997年 | 11篇 |
1996年 | 11篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 12篇 |
1990年 | 7篇 |
1989年 | 9篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1960年 | 2篇 |
1957年 | 2篇 |
1926年 | 2篇 |
排序方式: 共有1959条查询结果,搜索用时 46 毫秒
171.
The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (Mage = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction-of-causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed. 相似文献
172.
To westernize the nations? An analysis of the International Baccalaureate's philosophy of education 总被引:1,自引:0,他引:1
Lodewijk van Oord 《Cambridge Journal of Education》2007,37(3):375-390
The International Baccalaureate was developed in the late 1960s with the purpose of providing international schools with a pre‐university curriculum recognized by universities around the world. The educational programmes offered by the International Baccalaureate Organization claim to foster international understanding and an appreciation of the variety of cultures. The question which content must be taught in order to enable students to become internationally‐minded has occasionally been addressed, while questions on the philosophy and epistemology of such an international education have largely been ignored. This article sets out to analyse the educational philosophy that underpins the programmes offered by the International Baccalaureate Organization, by taking the Diploma Programme as a case study. It is argued that the programme is overtly international at the content level but thoroughly western at the epistemological level. This leads to a partial incompatabilty of goals that the International Baccalaureate Organization will have to face and address. 相似文献
173.
This article explores how innovations in the funeral industry borrow from the technological affordances, commercial logics, cultural norms, and affective registers of social media platforms. Based on ethnographic research of funeral industry conventions, we analyze examples of funeral planning tools, funeral service mediation, and digital memorialization products. We consider how these products aim to capture forms of data, affect, and value as part of the funeral industry’s efforts to shore up their historically intermediary relevance in the face of potential “disruption” from technological innovation, and threats of marginalization posed by shifting norms of networked grieving and commemoration in digital culture 相似文献
174.
ABSTRACTThis article is a preliminary report on the work of the Canadian Linked Data Initiative (CLDI), a collaboration between five of Canada’s largest research libraries, Library and Archives Canada, Bibliothèque et Archives nationales du Québec, and Canadiana.org. Although still in its nascent stage, participating institutions are working together to advance the technical services divisions of our libraries in the area of linked data. Project working groups are making progress in five main areas: grant funding, digital collections, education and training, legacy metadata enhancement, and in the evaluation and adaptation of Bibliographic Framework Transition Initiative tools. By working across geographic and institutional boundaries, the CLDI aims to chart a path to a new age of technical services, one based on the foundation of Linked Open Data. 相似文献
175.
ABSTRACTThe Deep Dive into KBART preconference workshop provided a comprehensive overview of the National Information Standards Organization Knowledge Bases and Related Tools (KBART) Phase II Recommended Practice (http://www.niso.org/publications/rp/rp-9–2014/). The workshop was divided into four sections. The first provided an overview of the background, purpose, and value of KBART to all members of the information supply chain. The next section focused on the basic guidelines for effective exchange of metadata with knowledgebases, including method of exchange, data format, file naming conventions, and frequency of exchange. The remaining two sections of the workshop addressed the correct use of KBART data fields, first in relation to serials and then to monographs. Through classroom instruction, interactive quizzes, and hands-on exercises, the workshop provided in-depth coverage of all KBART data elements, with special focus on many of the most frequently asked questions about the recommended practice. 相似文献
176.
According to PIRLS 17 % of German parents choose a non-recommended secondary school-type for their child. Only few empirical studies try to identify parental characteristics related to their rejection of a school-type recommendation from their child’s teacher. Based on the sociological rational choice theory, research primarily focuses on characteristics of social background and on cost-benefit considerations. In addition to this, the present study analyzes to what extent parental evaluation and attribution of the child’s achievement and the appraisal of the primary school’s advice influence the probability of parents’ rejection of the recommendation. The focus of this investigation is on parents whose educational aspirations and choices of school are higher than the teachers’ recommendations. By means of logistic regression we analyze, how well parental decision-making – i. e. adopting the teacher’s recommendation vs. insisting on own, non-compliant opinion – can be predicted by theory-based independent variables. Avoidance of a loss in educational status, parental knowledge of the school system and the perceived quality of a primary school’s advice are revealed to be significant predictors of this rejection. 相似文献
177.
Katherine G. McDaniel Taylor Brown Caitlin C. Radford Cynthia H. McDermott Trudy van Houten Martha E. Katz Dana A. Stearns Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment. 相似文献
178.
Caroline Schouten‐van Parreren 《欧洲师范教育杂志》1989,12(2):131-140
In this article it is argued that reading skills in the teaching of a foreign language are much neglected in the first phase of secondary education. In order to show (I) why reading is of great importance for language acquisition in general and (2) how to utilise reading in the initial stages of language learning, the following questions are dealt with: (1) What is the status of reading in the different approaches to foreign language learning? (2) Why not focus on listening in terms of the receptive skills? (3) Which different types of texts (books) can be used? (4) How should these texts be used in order to maximise the contribution to language acquisition? 相似文献
179.
Annemarie van Langen Lyset Rekers‐Mombarg Hetty Dekkers 《British Educational Research Journal》2008,34(6):733-745
Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio‐economic status. Optimal use is thus not made of existing science talent. 相似文献
180.
Annemieke Zwaans Ineke van der Veen Monique Volman Geert ten Dam 《Teaching and Teacher Education》2008,24(8):2118-2131
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. 相似文献