全文获取类型
收费全文 | 12454篇 |
免费 | 10篇 |
专业分类
教育 | 9583篇 |
科学研究 | 1241篇 |
各国文化 | 20篇 |
体育 | 434篇 |
综合类 | 1篇 |
文化理论 | 403篇 |
信息传播 | 782篇 |
出版年
2021年 | 6篇 |
2020年 | 14篇 |
2019年 | 18篇 |
2018年 | 2183篇 |
2017年 | 2092篇 |
2016年 | 1582篇 |
2015年 | 124篇 |
2014年 | 142篇 |
2013年 | 330篇 |
2012年 | 240篇 |
2011年 | 711篇 |
2010年 | 849篇 |
2009年 | 443篇 |
2008年 | 656篇 |
2007年 | 1169篇 |
2006年 | 86篇 |
2005年 | 414篇 |
2004年 | 462篇 |
2003年 | 378篇 |
2002年 | 148篇 |
2001年 | 12篇 |
2000年 | 39篇 |
1999年 | 5篇 |
1998年 | 9篇 |
1997年 | 24篇 |
1996年 | 12篇 |
1995年 | 12篇 |
1994年 | 13篇 |
1993年 | 20篇 |
1992年 | 15篇 |
1991年 | 29篇 |
1990年 | 14篇 |
1989年 | 14篇 |
1988年 | 13篇 |
1987年 | 9篇 |
1986年 | 15篇 |
1985年 | 9篇 |
1983年 | 11篇 |
1982年 | 12篇 |
1981年 | 13篇 |
1980年 | 9篇 |
1979年 | 14篇 |
1978年 | 9篇 |
1976年 | 11篇 |
1974年 | 4篇 |
1973年 | 9篇 |
1972年 | 5篇 |
1971年 | 8篇 |
1970年 | 8篇 |
1968年 | 4篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
61.
Vitallis Chikoko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(2):243-263
This paper reports on a study of the role of parent governors in five neighbouring rural primary schools in Zimbabwe. The study proposed that despite the presence of a legal decentralised school governance structure in which parents form the majority, they did not have the capacity to function effectively therein, and were still marginalised in school governance decision-making. Four areas of decision-making were investigated: school organisation; curriculum; employment and appraisal of teaching staff; and financial resources. Interviews were conducted with parent governors, school heads and teachers. Findings show that all the respondent groups perceived significant parental involvement in the area of school finances only. However, parents were perceived to lack the capacity to make decisions in all four areas. The study concludes that the role of parents in the running of schools in the country has not significantly grown from that of being school financiers and builders of infrastructure. Therefore, building school governance capacity among parents is necessary. 相似文献
62.
India seems to have the highest prevalence of osteoporosis. With growing awareness of osteoporosis and its impact on life
span especially in India, special attention is being paid to early detection, management and treatment of postmenopausal osteoporosis
in women. Measurement of BMD and osteocalcin are of value in estimating bone turnover rates. The aim of this study is (1)
to measure the specific, sensitive bone formation marker such as osteocalcin and BMD in postmenopausal osteoporosis women
and postmenopausal non-osteoporosis women; (2) the follow up study to evaluate the impact of specific antiresorptive therapy
(alendronate + calcium + vitamin D) regimen in postmenopausal osteoporosis by assaying osteocalcin and BMD. Sixty clinically
diagnosed postmenopausal osteoporosis patients and 60 normal subjects (postmenopausal non-osteoporosis women) were recruited
as control. Mean bone mineral density T score and Z score was significantly decreased (P < 0.001) in postmenopausal osteoporosis patients as compared to controls. Highly significant increase in the mean score of
BMD—T score and Z score from baseline to post therapy of 3 months was observed in postmenopausal osteoporosis women. Serum osteocalcin levels
were significantly increased (P < 0.001) as compared to control group. Serum osteocalcin levels were decreased significantly (P < 0.001) from baseline to post therapy of 3 months in postmenopausal osteoporosis women. BMD is the best quantifiable predictor
of osteoporotic fracture and osteocalcin is specific, sensitive, promising, currently used marker for better prognosis of
osteoporosis and for monitoring responses to antiresorptive therapy. 相似文献
63.
64.
With the availability of the whole genome sequence of Escherichia coli or Corynebacterium glutamicum, strategies for directed DNA manipulation have developed rapidly. DNA manipulation plays an important role in understanding the function of genes and in constructing novel engineering bacteria according to requirement. DNA manipulation involves modifying the autologous genes and expressing the heterogenous genes. Two alternative approaches, using electroporation linear DNA or recombinant suicide plasmid, allow a wide variety of DNA manipulation. However, the over-expression of the desired gene is generally executed via plasmid-mediation. The current review summarizes the common strategies used for genetically modifying E. coli and C. glutamicum genomes, and discusses the technical problem of multi-layered DNA manipulation. Strategies for gene over-expression via integrating into genome are proposed. This review is intended to be an accessible introduction to DNA manipulation within the bacterial genome for novices and a source of the latest experimental information for experienced investigators. 相似文献
65.
Jie Yuan Sarah Carr Guosheng Ding Shimin Fu John Xuexin Zhang 《Reading and writing》2017,30(3):631-651
Prolonged inspection of a Chinese character induces a feeling of uncertainty of the character, a phenomenon named as Orthographic Satiation. However, there has not been direct evidence showing that such satiation does occur at the orthographic level. To investigate whether Chinese satiation occurs at the orthographic level or at other levels, the present study applies a speeded repetition priming paradigm to Chinese, which has been successfully used to examine Semantic Satiation in English. When judging whether a category name matched an exemplar word, participants showed gradually slower responses as the character standing for the category name was repeated, indicating the occurrence of satiation. However, repetition of a character without accessing its meaning, or repeated access to its meaning without repeating the character itself, did not elicit satiation. The results suggest Orthographic Satiation occurs not at the orthographic level, but at a level associating orthography and meaning during Chinese character reading. 相似文献
66.
Donghyun Ryu Seonjin Kim Bruce Abernethy David L. Mann 《Research quarterly for exercise and sport》2013,84(2):252-262
Purpose: The ability to anticipate the actions of opponents can be enhanced through perceptual-skill training, though there is doubt regarding the most effective form of doing so. We sought to evaluate whether perceptual-skill learning would be enhanced when supplemented with guiding visual information. Method: Twenty-eight participants without soccer-playing experience were assigned to a guided perceptual-training group (n = 9), an unguided perceptual-training group (n = 10), or a control group (n = 9). The guided perceptual-training group received half of their trials with color cueing that highlighted either the key kinematic changes in the kicker's action or the known visual search strategy of expert goalkeepers. The unguided perceptual-training group undertook an equal number of trials of practice, but all trials were without guidance. The control group undertook no training intervention. All participants completed an anticipation test immediately before and after the 7-day training intervention, as well as a 24-hr retention test. Results: The guided perceptual-training group significantly improved their response accuracy for anticipating the direction of soccer penalty kicks from preintervention to postintervention, whereas no change in performance was evident at posttest for either the unguided perceptual-training group or the control group. The superior performance of the guided perceptual-training group was preserved in the retention test and was confirmed when relative changes in response time were controlled using a covariate analysis. Conclusions: Perceptual training supplemented with guiding information provides a level of improvement in perceptual anticipatory skill that is not seen without guidance. 相似文献
67.
Aisi LI 《Frontiers of Education in China》2014,9(2):188-210
The foundation of Shanxi University is a prime example of the collaborative efforts in higher education between the Chinese and British in late Qing China (1842–1912). Both sides made compromises, with the Chinese adapting their ideas of educational sovereignty, and the British agreeing to work under the supervision of the local government. Such a collaboration was made possible by the individual personalities of the two founders and their visions for China’s higher education. The dual structure of the university, with one department to teach Chinese learning and the other to teach Western learning, showed that, at a local and personal level, these officials and missionaries opted for direct cooperation, despite the myriad changes and upheavals following the Boxer Movement. In addition, by allowing foreign missionaries into critical roles in a government university, the principle of ti-yong dualism was gradually being adapted. The formation of Shanxi University not only demonstrates the dynamics of the Sino-Western educational relationship and the roles individuals played in it, but also stimulates reflection on China’s contemporary cross-border partnerships in higher education 相似文献
68.
69.
70.
Thinking aloud together: A teacher’s semiotic mediation of a whole-class conversation about percents
How does classroom interaction support students’ apprenticeship into the ways of speaking, writing, and diagramming that constitute the practice of mathematics? We address this problem through an interpretative analysis of a whole-group conversation about alternative ways of solving a problem involving percent discounts that occurred in a sixth grade classroom. This research study draws upon Dewey’s theory of inquiry, Vygotsky’s cultural–historical psychology, Freudenthal’s realistic mathematics education, and Halliday’s systemic functional linguistics (SFL). From Freudenthal, we borrow the notions of mathematizing and guided reinvention—the former notion offers a view of mathematics as an activity of structuring subject matter and the latter one provides insights into the processes whereby mathematizing is learned and taught in the classroom. We glean from Dewey his view of reflective thinking as inquiry and the role that conversations may serve therein. We rely upon Vygotsky’s notions of a verbal thinking plane and a social phase of learning in order to reconsider the function of whole-class interaction in apprenticing students into mathematizing. Finally, SFL provides us with tools for explaining the choices of grammar and vocabulary students and teachers make as they realize meanings in whole-group conversations. Treating the selected whole-class conversation as a text, we focus our analysis on how this text came to mean what it did. Our central questions are as follows: What meanings were realized in the whole-class conversation by teacher and students and how were these meanings realized? How did the teacher’s lexico-grammatical choices guide the students’ choices? In addressing these questions, we advance an interpretation of the conversation as paradigmatic of students and teacher thinking aloud together about percents. 相似文献