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71.
A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care. 相似文献
72.
文化、教育、职业和劳动这四个概念,以及表达它们的汉字反映了劳动组织所植根的社会历史背景。因此,在汉语语境中对这几个概念进行语源学分析,了解其特定结构和形成过程,把握其蕴涵的精神实质,对于准确理解就业管理、职业世界和职业教育等都具有重要意义。 相似文献
73.
74.
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR 2 = .11–.31) in comprehension as compared to spelling (ΔR 2 = .01–.09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades. 相似文献
75.
在美国 ,科技编辑是一个逐渐被认可的领域。美国的科技编辑们在什么环境下工作 ?他们做什么 ?有什么样的教育背景 ?用什么样的体例手册和其他资源 ?有什么组织为他们服务 ?他们对哪些话题和事件有职业兴趣 ?文章描述了美国科技编辑的概况 ,着重说明上面这些问题。本文的写作在很大程度上依赖于我为科技编辑委员会的期刊《科技编辑》做编辑的经验。本文中 ,“科学”具有广泛的含义 ,包括医学及其相关领域。的确 ,在美国许多科技编辑是医学编辑。 工作环境和工作类型在美国 ,有各种各样的媒体雇佣科技编辑 ,这些媒体包括杂志、图书、大众… 相似文献
76.
Hae-Deok Song Barbara L. Grabowski Tiffany A. Koszalka William L. Harkness 《Instructional Science》2006,34(1):63-87
Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged
in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding
tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or developmental
stage. The results of this study indicate that middle-school students perceive the learning environment factor as more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important. While the elements clustered into two factors, most college students disagreed with their helpfulness
in prompting reflective thinking, a finding opposite to that obtained for middle-school students. Different patterns were
also found between learners’ perceptions of the most helpful elements within each factor. Based on these results, suggestions
are given for designing developmentally and age-appropriate PBL learning environments that support reflective thinking. 相似文献
77.
This article reports a study on the China-Canada-United States English Immersion (CCUEI) Moral Education and Social Studies
(MESS) curriculum materials for elementary classes (Grades 3–6) with the aim of learning how the curriculum addressed the
dual goals of MESS content and English language learning. An analysis comparing the CCUEI third grade MESS textbook with an
equivalent level Chinese textbook demonstrates how China’s national standards in MESS and English education can be met, and
drawbacks encountered in the process. The CCUEI textbook was found to embrace grade level MESS content standards, but showed
a varied degree of depth of content across standards. The textbook addressed all of the general goals of Level One English
language learning (Grades 3–4) and most of the language skills indicators (16 out of 20). An additional in-depth teacher survey
provided a user’s perspective on MESS materials. The teachers rated the textbook highly for its activity-centered format and
knowledge-rich content. They emphasized the importance of teaching English language as preparation for the MESS content teaching,
and asked for more systematic support in language teaching from curriculum materials. 相似文献
78.
79.
Barbara Kensington-Miller Joanna Renc-Roe Susan Morón-García 《International Journal for Academic Development》2013,18(3):279-290
This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals). 相似文献
80.
Until recently, general assumptions were made about the importance of the self-system in self-regulation (e.g., importance of self-concept, self-efficacy, self-esteem), but the more specific underlying structures and processes of the self-system that are involved in this self-management process were rarely addressed. This article presents theoretical and empirical support for a preliminary causal model of the role of the self-system in self-regulated learning. The model postulates that for self-regulated learning processes to be engaged, students must view themselves as activators of these processes (i.e., they must possess positive self-views in general as well as have specific perceptions of competency and control in particular learning situations). The model also postulates a recursive and reciprocal relationship between the processes involved, such that continual self-evaluations of competency and control can force changes in perceptions of self, the learning task, goal importance, etc., that, in turn, exert continuing influences on motivation, use of self-regulatory processes, and actual task performance. Educational implications of the model are discussed along with future research directions. 相似文献