全文获取类型
收费全文 | 3479篇 |
免费 | 373篇 |
专业分类
教育 | 3346篇 |
科学研究 | 27篇 |
各国文化 | 97篇 |
体育 | 64篇 |
文化理论 | 9篇 |
信息传播 | 309篇 |
出版年
2023年 | 7篇 |
2022年 | 7篇 |
2021年 | 47篇 |
2020年 | 64篇 |
2019年 | 132篇 |
2018年 | 146篇 |
2017年 | 186篇 |
2016年 | 119篇 |
2015年 | 180篇 |
2014年 | 189篇 |
2013年 | 1046篇 |
2012年 | 147篇 |
2011年 | 165篇 |
2010年 | 172篇 |
2009年 | 137篇 |
2008年 | 159篇 |
2007年 | 100篇 |
2006年 | 95篇 |
2005年 | 98篇 |
2004年 | 79篇 |
2003年 | 42篇 |
2002年 | 40篇 |
2001年 | 41篇 |
2000年 | 43篇 |
1999年 | 41篇 |
1998年 | 29篇 |
1997年 | 25篇 |
1996年 | 34篇 |
1995年 | 35篇 |
1994年 | 21篇 |
1993年 | 20篇 |
1992年 | 25篇 |
1991年 | 19篇 |
1990年 | 32篇 |
1989年 | 12篇 |
1988年 | 17篇 |
1987年 | 16篇 |
1986年 | 11篇 |
1985年 | 14篇 |
1984年 | 8篇 |
1983年 | 12篇 |
1982年 | 9篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1969年 | 2篇 |
排序方式: 共有3852条查询结果,搜索用时 15 毫秒
991.
992.
993.
On the basis of their cognitive abilities, children with Asperger syndrome are attractive candidates for inclusive education and, in Australia, most are in integrated settings. However, social interaction between children with Asperger syndrome and their peers remains problematic, with the children with Asperger syndrome often being left alone despite being among or near classmates. For classroom teachers, effective interventions in terms of class management are critical to facilitate positive social interaction between these two groups of children, and case studies can tell us a great deal about what works. In practice, a combination of intervention techniques may be best, in case a single one is ineffective, and in order to take advantage of potential synergies. In this article, Serene Choi, of the School of Education at the University of Newcastle (Australia) and Timo Nieminen, of the Centre for Biophotonics and Laser Science in the Department of Physics at the University of Queensland, report a naturalistic multiple-component intervention used to develop the social skills of a boy with Asperger syndrome in a mainstream school in Australia. This combined intervention, making use of social stories, simple peer modelling and individual lessons, appears to be a practical teaching method for inclusive education. 相似文献
994.
Ruza Fürst‐Dilic 《Higher Education in Europe》1992,17(2):18-20
In this article a ranking woman researcher at the European Coordination Centre for Research and Documentation in the Social Sciences of Vienna presents the activities of this organisation which have been directed at women's studies. In particular, she describes the scope and the conclusions of a cross‐European study in the elaboration of which she participated on women in scientific/academic careers and in R&D that was published in 1991. 相似文献
995.
996.
Educational equipment is very important for supplementing the efforts of the teacher, and most educational institutions in Nigeria, especially the secondary and tertiary ones, spend substantial allocations of their annual budgets for purchasing educational hardware. However, much of the purchased equipment is abandoned in the stores, offices or classrooms shortly after acquisition. This paper describes a questionnaire survey of technicians involved in the repair and maintenance of educational equipment, seeking explanations for the frequent breakdown of educational equipment and suggestions on how to reduce the problem. Recommendations are offered for improving the situation 相似文献
997.
998.
The article discusses and tries to reconcile two phenomena; that, on one hand, in France, higher education is seriously underfunded, and that, on the other hand, public and private sector enterprises are experiencing shortages in the availability of highly qualified senior staff. At the same time, the need to obtain funding for higher education from sources other than the public authorities is recognized. Ways in which business may contribute to the funding of higher education are discussed, stress being laid on the use of the so‐called apprenticeship tax collected from enterprises and used to support higher education in given areas of training. The functioning and the receipts of this tax are analysed from a neo‐liberal perspective in terms of regional economic development, the types of institutions and programmes which receive subsidies from it, and amount per student. One obvious conclusion is that enterprises are loathe to contribute to the financing of initial education. On the other hand, since they are increasingly willing to finance specific and specialized training, universities, as distinct from other types of higher educations institutions in France, but having the necessary facilities and teaching staff, have been able to seize opportunities offered them to create special further training courses of use to enterprises. Hence, universities receive the largest share of the receipts of the apprenticeship tax. 相似文献
999.
1000.