全文获取类型
收费全文 | 5086篇 |
免费 | 84篇 |
国内免费 | 22篇 |
专业分类
教育 | 3623篇 |
科学研究 | 509篇 |
各国文化 | 92篇 |
体育 | 367篇 |
综合类 | 8篇 |
文化理论 | 36篇 |
信息传播 | 557篇 |
出版年
2023年 | 22篇 |
2022年 | 54篇 |
2021年 | 91篇 |
2020年 | 154篇 |
2019年 | 195篇 |
2018年 | 264篇 |
2017年 | 296篇 |
2016年 | 221篇 |
2015年 | 172篇 |
2014年 | 214篇 |
2013年 | 1126篇 |
2012年 | 178篇 |
2011年 | 182篇 |
2010年 | 173篇 |
2009年 | 153篇 |
2008年 | 156篇 |
2007年 | 129篇 |
2006年 | 135篇 |
2005年 | 90篇 |
2004年 | 75篇 |
2003年 | 85篇 |
2002年 | 77篇 |
2001年 | 70篇 |
2000年 | 71篇 |
1999年 | 65篇 |
1998年 | 42篇 |
1997年 | 30篇 |
1996年 | 44篇 |
1995年 | 45篇 |
1994年 | 32篇 |
1993年 | 30篇 |
1992年 | 34篇 |
1991年 | 42篇 |
1990年 | 22篇 |
1989年 | 27篇 |
1988年 | 16篇 |
1987年 | 30篇 |
1986年 | 25篇 |
1985年 | 39篇 |
1984年 | 25篇 |
1983年 | 23篇 |
1982年 | 31篇 |
1981年 | 16篇 |
1980年 | 21篇 |
1979年 | 21篇 |
1978年 | 19篇 |
1977年 | 11篇 |
1975年 | 19篇 |
1973年 | 14篇 |
1971年 | 13篇 |
排序方式: 共有5192条查询结果,搜索用时 15 毫秒
71.
Richard Cox Jean Mckendree Richard Tobin John Lee Terry Mayes 《Instructional Science》1999,27(6):431-458
This study examined learning in the domain of sentence parsing and syntax treediagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations. 相似文献
72.
Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision. 相似文献
73.
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive
professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science
materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers
is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant
differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms
scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly
more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length
and reported lower levels of preparedness to use reform pedagogical approaches. 相似文献
74.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
75.
Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
76.
77.
Nancy Herink Patrick C. Lee 《International Journal of Disability, Development & Education》1985,32(3):191-199
Much of the research on social interaction in mainstreamed settings has focused on “reverse mainstreamed” or special environments in contrast, the present study observed 600 social interactions in 19 regular preschools. Three findings emerged: a) retarded children are substantially integrated into the emotional and social life of the peer group, but not fully integrated into peer group verbal life; b) there is an inverse relationship between teachers’ initiation of social interaction with retarded children and the degree to which the latter are integrated into peer group life; and c) teachers provide retarded children with more verbal enrichment and emotional protection than these children receive from their peer group. On balance, these findings are fairly encouraging, suggesting that to a considerable extent mainstreaming is working in preschool classrooms. 相似文献
78.
The role of vision was examined as infants prepared to grasp horizontally and vertically oriented rods. Hand orientation was measured prior to contact to determine if infants differentially oriented their hands relative to the object's orientation. Infants reached for rods under different lighting conditions. Three experiments are reported in which (1) sight of the hand was removed (N = 12), (2) sight of the object was removed near the end of the reach (N = 40, including 10 adults), and (3) sight of the object was removed prior to reach onset (N = 9). Infants differentially oriented their hand to a similar extent regardless of lighting condition and similar to control conditions in which they could see the rod and hand throughout the reach. In preparation for reaching, infants may use the current sight of the object's orientation, or the memory of it, to orient the hand for grasping; sight of the hand had no effect on hand orientation. 相似文献
79.
Catherine A Odora Hoppers 《Compare》2001,31(1):21-38
An end-of-century critique of the political and economic assumptions underlying five decades of international development assistance conceives it as a system of structural violence that prevented the people of Africa from realising post-colonial self-reliance. New impoverishment through neo-liberal democratisation and the conditionalities attached to structural adjustment, is reducing the quality of life through cuts in hard won economic, social and educational opportunity and their liberatory potential. Moving beyond schooling for sub-ordinate roles in the new society is the current conceptualisation of humans as depoliticised resources interfacing the machines of capitalist enterprise. This links to aid inspired capacity-building initiatives, which undermine the abilities of organisations and states to sustain essential routines and initiate indigenous innovation. At the same time, the victims of colonial and neo-colonial oppression, particularly women and peasants, as victims of other people's progess and mal-development, have unparalled holistic and ecological knowledge of what the production and protection of life is all about. From a post-victimology perspective, theirs are the new voices for liberation and transformation. 相似文献
80.
Resham S. Dhariwal Marc P.Y. Desmulliez 《European Journal of Engineering Education》2005,30(3):341-352
Whereas research in MicroSystems Technology (MST) has grown rapidly over the last twenty years, the education of engineers at postgraduate level is still in its infancy. The number of dedicated MST research institutions, companies and university laboratories worldwide has grown at a dramatic rate and all require trained individuals who can be immediately operational in the workplace. With the possible exceptions of Germany and Switzerland, the authors of this article believe that the training requirements for such scientists, engineers and technicians have not been satisfactorily addressed as yet. Realising the need for adequate training in MST, the British funding agency for research in science and engineering, the EPSRC (Engineering and Physical Sciences Research Council) awarded a substantial grant to Heriot-Watt University in order to set up a Masters Training Package (MTP). The context of this grant, the syllabus developed for this Master of Science as well as its implementation are presented in this article. Advantages and drawbacks of block-based delivery of the course are presented from a pedagogical point of view for the different categories of students (full-time students, part-time students and company delegates). 相似文献