全文获取类型
收费全文 | 599篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 431篇 |
科学研究 | 17篇 |
各国文化 | 7篇 |
体育 | 49篇 |
文化理论 | 4篇 |
信息传播 | 95篇 |
出版年
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 16篇 |
2018年 | 18篇 |
2017年 | 14篇 |
2016年 | 20篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 171篇 |
2012年 | 9篇 |
2011年 | 18篇 |
2010年 | 22篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 13篇 |
2006年 | 14篇 |
2005年 | 6篇 |
2004年 | 18篇 |
2003年 | 11篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 9篇 |
1998年 | 6篇 |
1997年 | 10篇 |
1996年 | 13篇 |
1995年 | 8篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 8篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1969年 | 2篇 |
1961年 | 2篇 |
1912年 | 2篇 |
1903年 | 2篇 |
1899年 | 2篇 |
排序方式: 共有603条查询结果,搜索用时 17 毫秒
141.
142.
143.
144.
Bill G. Hulsopple 《Communication Studies》2013,64(1):38-50
This article examines the history of the Jews in England up to and including Elizabethan times in order to add to our understanding of Shakespeare's Shylock. The examination also compares Marlowe's Barabas with the Bard's characterization in order that a fuller dimensionality of the Elizabethan concept might be made manifest. Such an examination should be helpful to those who seek additional information on the proper interpretation of these characters. 相似文献
145.
Bill Manaris 《Computer Science Education》2013,23(3):173-176
146.
147.
148.
149.
Karen A. Myers 《About Campus》2009,14(5):15-21
Karen Myers urges us to move beyond the limitation model of disability education and design curricula, programs, and services to be accessible to all people from the outset, with no accommodations needed. 相似文献
150.
Dennis Myers Jon Singletary Rob Rogers Jim Ellor Sidney Barham 《Journal of Teaching in Social Work》2019,39(4-5):323-343
ABSTRACTFaculty and students evaluate the curriculum design and delivery of a synchronous online PhD program in social work that prepares scholar-practitioners in social work research, education, and organizational practice. The designers envision a collaborative community of scholars and leaders nurtured by a cohort-based, sequenced curriculum, and intentional faculty mentoring. This teaching and learning platform provides an opportunity to engage with a globally diverse population of doctoral students while fostering both relationships and quality learning outcomes. Educational design and pedagogical features of the program are described and analyzed through the collaborative thinking and learning platform of the Community of Inquiry (CoI) model’s interdependent elements–teaching, cognitive, and social presence. Eighteen students and ten faculty evaluated the strengths and limitations of the online program across each dimension of the model through student course evaluations, focus-group reflections, and qualitative faculty survey data. Student and faculty respondents specified the benefits of synchronous presence across all three dimensions. They also identified significant barriers, particularly in the areas of teaching and social presence. Implications and recommendations are based on a review of findings that inform pedagogical decisions and design options for online PhD education in social work. 相似文献