全文获取类型
收费全文 | 1169篇 |
免费 | 26篇 |
国内免费 | 1篇 |
专业分类
教育 | 976篇 |
科学研究 | 23篇 |
各国文化 | 23篇 |
体育 | 59篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 106篇 |
出版年
2023年 | 4篇 |
2022年 | 15篇 |
2021年 | 15篇 |
2020年 | 27篇 |
2019年 | 36篇 |
2018年 | 74篇 |
2017年 | 83篇 |
2016年 | 48篇 |
2015年 | 41篇 |
2014年 | 38篇 |
2013年 | 266篇 |
2012年 | 37篇 |
2011年 | 49篇 |
2010年 | 34篇 |
2009年 | 39篇 |
2008年 | 34篇 |
2007年 | 20篇 |
2006年 | 39篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 17篇 |
2002年 | 20篇 |
2001年 | 11篇 |
2000年 | 17篇 |
1999年 | 18篇 |
1998年 | 21篇 |
1997年 | 6篇 |
1996年 | 16篇 |
1995年 | 19篇 |
1994年 | 11篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 8篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1954年 | 1篇 |
排序方式: 共有1196条查询结果,搜索用时 15 毫秒
71.
A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender 总被引:1,自引:1,他引:0
This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students. 相似文献
72.
Whether immigrants to the U.S. from collectivist cultures will adopt American individualist values is an important question at the intersection of theories on acculturation and individualism/collectivism. According to the assimilation hypothesis, Turkish immigrants to the U.S. should become more individualistic with increasing length of stay. Alternatively, the immigrant interdependence hypothesis proposes that the exigencies of immigration require retaining or increasing collectivist values and behaviors, especially the willingness to rely on others. Measures of individualism and collectivism were obtained from Turkish immigrants to the U.S., Turks residing in Istanbul, and residents of Boston. Bostonians and Istanbul residents differed primarily on vertical collectivism, which is the tendency to subordinate ones own goals to those of in-group authority figures. Immigrants’ values did not change with increasing length of stay in the U.S., refuting the assimilation hypothesis. When immigrants were compared to non-immigrants, immigrants endorsed stronger horizontal and vertical collectivism and more desire to both give and receive, consistent with the immigrant interdependence hypothesis. However, this hypothesis was not uniformly supported. Compared to non-immigrants, immigrants reported more self-reliance with competition, and more internal locus of control, indicating a sense of agency and responsibility. Findings are consistent with the view that immigrants adjust in complex ways to their new society, and may have different temperaments than non-immigrants. 相似文献
73.
Education and Information Technologies - This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037... 相似文献
74.
社会上存在很多对艺术教育的迷思,比如,艺术与教育的关系是什么?艺术是否可教?艺术完全是灵感的产物吗?艺术是否值得被教?艺术教育的作用是什么?符号理论可以表明艺术教育的可行性及价值。我们不应该将艺术仅仅视为达成某一具体目的的手段,而应该将其既看作目的,又视为手段。艺术完全是灵感的产物这一假设是没有根据的,学生的感觉回应和情感反应可以被教育,艺术教育是可能的,也是有价值的。 相似文献
75.
A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed. 相似文献
76.
77.
78.
79.
80.