全文获取类型
收费全文 | 1995篇 |
免费 | 27篇 |
国内免费 | 1篇 |
专业分类
教育 | 1550篇 |
科学研究 | 82篇 |
各国文化 | 28篇 |
体育 | 146篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 203篇 |
出版年
2023年 | 11篇 |
2022年 | 17篇 |
2021年 | 29篇 |
2020年 | 37篇 |
2019年 | 66篇 |
2018年 | 100篇 |
2017年 | 98篇 |
2016年 | 93篇 |
2015年 | 54篇 |
2014年 | 65篇 |
2013年 | 398篇 |
2012年 | 59篇 |
2011年 | 60篇 |
2010年 | 43篇 |
2009年 | 50篇 |
2008年 | 51篇 |
2007年 | 37篇 |
2006年 | 40篇 |
2005年 | 39篇 |
2004年 | 32篇 |
2003年 | 31篇 |
2002年 | 31篇 |
2001年 | 25篇 |
2000年 | 33篇 |
1999年 | 19篇 |
1998年 | 21篇 |
1997年 | 29篇 |
1996年 | 23篇 |
1994年 | 12篇 |
1993年 | 19篇 |
1992年 | 28篇 |
1991年 | 25篇 |
1990年 | 19篇 |
1989年 | 27篇 |
1988年 | 19篇 |
1987年 | 29篇 |
1986年 | 15篇 |
1985年 | 10篇 |
1983年 | 14篇 |
1982年 | 12篇 |
1981年 | 11篇 |
1980年 | 13篇 |
1979年 | 16篇 |
1978年 | 15篇 |
1977年 | 17篇 |
1976年 | 9篇 |
1975年 | 10篇 |
1974年 | 9篇 |
1973年 | 11篇 |
1971年 | 11篇 |
排序方式: 共有2023条查询结果,搜索用时 15 毫秒
991.
992.
993.
Roger Brown 《Higher Education Quarterly》2003,57(3):239-248
David Blunkett's Greenwich speech (2000) set out what have become the main themes of New Labour's engagement with higher education, themes which were elaborated in the recent White Paper ( DfES, 2003a ). This paper draws attention to the dilemmas and paradoxes which arise from the difficulties of simultaneously satisfying the objectives which were set out in the aftermath of the 2001 general election, and from the trade off solutions and policies actually identified. The most fundamental conflict is between the desire to expand the system and the costs of that expansion. The author also identifies a conflict between institutional diversity and hierarchy and between exclusionism and accessibility. The paper concludes by suggesting that exclusionism is still alive and well under the government of a party that still has ‘Labour’ in its title. 相似文献
994.
Streaming data poses a variety of new and interesting challenges for information retrieval and text analysis. Unlike static
document collections, which are typically analyzed and indexed off-line to support ad-hoc queries, streaming data often must
be analyzed on the fly and acted on as the data passes through the analysis system. Speech is one example of streaming data
that is a challenge to exploit, yet has significant potential to provide value in a knowledge management system. We are specifically
interested in techniques that analyze streaming data and automatically find collateral information, or information that clarifies, expands, and generally enhances the value of the streaming data. We present a system that
analyzes a data stream and automatically finds documents related to the current topic of discussion in the data stream. Experimental
results show that the system generates result lists with an average precision at 10 hits of better than 60%. We also present
a hit-list re-ranking technique based on named entity analysis and automatic text categorization that can improve the search
results by 6%–12%. 相似文献
995.
996.
Franklin R. Manis Kim A. Lindsey Caroline E. Bailey 《Learning disabilities research & practice》2004,19(4):214-224
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children. 相似文献
997.
Celia A. Brown 《Educational studies》2001,27(2):173-186
This paper investigates the extent of gender differences in subject choice patterns at GCSE and A level between 1970 and 1995. A Gender Inequality Index (GII) is derived to analyse national examination entry data, in particular to compare the impact of the Sex Discrimination Act and National Curriculum on the overall time trends. The paper finds that the GII slopes downwards over time, but that neither intervention had a significant impact on the rate of decline at A level and only the National Curriculum did so at GCSE level. 相似文献
998.
In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools. 相似文献
999.
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole‐class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment‐based outcomes are problematic in terms of longer‐term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning. 相似文献
1000.
Improving teaching in higher education is a concern for universities worldwide. This study explored academics’ developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas of change: participants most frequently reported changes in concepts about teaching, their teaching selves and teaching strategies. Triggers of change clustered into eight categories with teaching practices, teaching courses and metacognition reported most frequently. Analysing relations among areas and triggers of change indicated complex dynamics in academics' developmental processes in teaching. This suggests that teaching development should incorporate multiple change triggers to facilitate academics' development in teaching effectively. 相似文献