全文获取类型
收费全文 | 354篇 |
免费 | 10篇 |
专业分类
教育 | 249篇 |
科学研究 | 18篇 |
各国文化 | 3篇 |
体育 | 58篇 |
文化理论 | 6篇 |
信息传播 | 30篇 |
出版年
2022年 | 2篇 |
2021年 | 5篇 |
2020年 | 9篇 |
2019年 | 17篇 |
2018年 | 14篇 |
2017年 | 16篇 |
2016年 | 18篇 |
2015年 | 6篇 |
2014年 | 7篇 |
2013年 | 82篇 |
2012年 | 9篇 |
2011年 | 8篇 |
2010年 | 10篇 |
2009年 | 5篇 |
2008年 | 11篇 |
2007年 | 6篇 |
2006年 | 8篇 |
2005年 | 6篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1976年 | 2篇 |
1973年 | 3篇 |
1971年 | 6篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1967年 | 3篇 |
1956年 | 2篇 |
1895年 | 1篇 |
1890年 | 1篇 |
1885年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有364条查询结果,搜索用时 15 毫秒
91.
Graham-Rowe D 《New scientist (1971)》2005,187(2517):20-23
92.
93.
94.
95.
Data gathered from a recent national sample of workers on educational requirements and attainments are used to examine the extent and economic effects of overeducation. Nearly 40 percent of the U.S. work force-and about 50 percent of black males-have more education than their jobs require. But we also find that “surplus” education does have economic value. The individual return to an additional year of surplus education was positive and significant for all major demographic groups. The estimated return is, however, only about half the size of the return to an additional year of required education. 相似文献
96.
H F Duncan 《Bulletin of the Medical Library Association》1970,58(2):134-158
This annotated list of 178 items is compiled as a guide to the development of the reference collection in a small medical library.Arrangement, following the pattern of the previous revision, is by broad subject groups. Titles are chiefly in English. Textbooks in subject fields have been omitted since these are covered adequately in several comprehensive guides to the literature. 相似文献
97.
Carlton H. Stedman 《科学教学研究杂志》1973,10(3):235-241
The assumption that the first four cognitive levels of the taxonomy of educational objectives are arranged hierarchically and that this hierarchy is cummulative was evaluated. Mental ability and motivation scores were used to divide 144 high school biology students into six blocks. A 93-frame program in genetics was administered, and at the completion of the program the subjects took a 28-item posttest that had subscores for the cognitive levels of knowledge, comprehension, application, and analysis. Results indicated that no significant differences were found between knowledge and comprehension or application and analysis. A significant difference was found beyond the .0005 level, however, between comprehension and application. These results indicate that the cognitive processes at work at each level of the taxonomy may not be equitable, and that the previously mentioned assumptions are at least questionable. 相似文献
98.
99.
100.
A grounded theory approach was used to examine the research identity of 17 master's‐level counseling trainees and practitioners. The emergent theory gave an understanding to sources of variation in the process and outcome of research identity. The authors provide recommendations for counselor educators to use with current and former students. 相似文献