全文获取类型
收费全文 | 24624篇 |
免费 | 141篇 |
国内免费 | 12篇 |
专业分类
教育 | 17512篇 |
科学研究 | 3412篇 |
各国文化 | 95篇 |
体育 | 1177篇 |
综合类 | 5篇 |
文化理论 | 474篇 |
信息传播 | 2102篇 |
出版年
2021年 | 106篇 |
2020年 | 160篇 |
2019年 | 255篇 |
2018年 | 2494篇 |
2017年 | 2395篇 |
2016年 | 1851篇 |
2015年 | 311篇 |
2014年 | 348篇 |
2013年 | 2363篇 |
2012年 | 508篇 |
2011年 | 1027篇 |
2010年 | 1099篇 |
2009年 | 649篇 |
2008年 | 872篇 |
2007年 | 1408篇 |
2006年 | 258篇 |
2005年 | 583篇 |
2004年 | 632篇 |
2003年 | 536篇 |
2002年 | 301篇 |
2001年 | 197篇 |
2000年 | 233篇 |
1999年 | 179篇 |
1998年 | 104篇 |
1997年 | 129篇 |
1996年 | 134篇 |
1995年 | 108篇 |
1994年 | 115篇 |
1993年 | 115篇 |
1992年 | 154篇 |
1991年 | 166篇 |
1990年 | 170篇 |
1989年 | 186篇 |
1988年 | 136篇 |
1987年 | 135篇 |
1986年 | 176篇 |
1985年 | 174篇 |
1984年 | 144篇 |
1983年 | 145篇 |
1982年 | 133篇 |
1981年 | 116篇 |
1980年 | 117篇 |
1979年 | 153篇 |
1978年 | 130篇 |
1977年 | 123篇 |
1976年 | 113篇 |
1975年 | 88篇 |
1974年 | 127篇 |
1973年 | 101篇 |
1971年 | 115篇 |
排序方式: 共有10000条查询结果,搜索用时 160 毫秒
211.
Based on a cross-sectional, longitudinal follow-up study of graduates from our master's-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs. 相似文献
212.
213.
H. A. Humphreys 《Religious education (Chicago, Ill.)》2013,108(10):899-903
214.
216.
217.
Qiuxian Chen 《Frontiers of Education in China》2017,12(1):75-97
Formative assessment originated and developed in a Western context. With its function of learning improvement being evidenced in research, formative assessment has been adopted in assessment initiatives in multiple contexts including that of China. Research, however, reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West; rather, in many cases, it is decontextualised and recontextualised, or culturally appropriated. This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China. Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes: (1) To clarify understandings of formative assessment in the area of college English education; (2) To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements (CECR), and the gap between formative assessment initiatives at the national level and local contexts; and (3) To distill implications for policy-borrowing and effective implementation in the Chinese context. 相似文献
218.
219.
M. V. Stegaeva 《Scientific and Technical Information Processing》2016,43(1):28-35
This paper considers the history of the emergence and development of cooperative cataloging in Russia and abroad and presents the first projects and programs in the field of cooperative cataloging: CONSER, NACO, BIBCO, and PCC. It elucidates the activity of the OCLC Center and Consortium of European Scientific Libraries, which are the first-rate international cooperative associations, as well as the ARBIKON Association and LIBNET centers which are Russian centers of cooperative cataloging. 相似文献
220.
A. N. Gurov Yu. G. Goncharova G. B. Bubyakin 《Scientific and Technical Information Processing》2016,43(2):88-94
The concept of “open access” to scientific and teaching information has become one of the specific forms of the worldwide trend towards the formation of global interactive knowledge. This paper presents the basic information on open access (OA) to scientific and teaching information, its current status, financing options, problems and prospects of development, and the participation of Russia in this process. 相似文献