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101.
The bioactivity of the aqueous extracts of the leaf and stem bark of the medicinal plant, Alstonia boonei De Wild (Apocyanaceae), against the pink stalk borer, Sesamia calamistis Hampson (Lepidoptera: Noctuidae) was studied in a laboratory bioassay. The extracts were incorporated into artificial diet at a rate of 0.0% (control), 1.0%, 2.5%, 5.0%, and 10.0% (w/w). Both extracts significantly (P<0.01) reduced larval survival and weight in a dose dependent manner. The concentrations that killed 50% of the larvae (LC50) for the stem bark extract were 2.8% and 2.1% at 10 and 20 DAI (days after introduction), respectively, while those for the leaves extract were 5.6% and 3.5%. The weights of the larvae also varied significantly (P<0.05) between the treatments in a dose dependent manner. We conclude that both leaf and stem bark extracts of A. boonei are toxic, used as growth inhibitors to S. calamistis larvae, and hold good promise for use as alternative crop protectants against S. calamistis. 相似文献
102.
Instructional leadership practices in Singapore 总被引:1,自引:0,他引:1
Foo Seong David Ng Thanh Dong Nguyen Koon Siak Benjamin Wong Kim Weng William Choy 《School Leadership & Management》2015,35(4):388-407
This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research. 相似文献
103.
Jia-ling Charlene Yau 《Metacognition and Learning》2009,4(3):217-235
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading
among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated
in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading
comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative
analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2,
English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading,
whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis
is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style
of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading
universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998). 相似文献
104.
Research in Higher Education - Since the turn of the twenty-first century, going to college has become increasingly financially difficult in the United States. Tuition prices continued to rise,... 相似文献
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108.
Benjamin C. Ingman 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):346-367
Educational objectives focus practice and dictate what happens in US classrooms. Currently, instructional objectives are privileged in K–12 schools over other forms of objectives, thereby marginalizing the implementation of some educational perspectives. We argue that objectives should be expanded to attend to the student experience, promoting a variety of practices to utilize in classroom operations. In so doing, we suggest an addition to the network of objectives: experience-based objectives. We review the history of objectives before presenting experience-based objectives as embodying 5 major shifts in thinking, and as actualized through four criteria. 相似文献
109.
Benjamin E. Ruark 《Performance Improvement》2010,49(10):15-19
In the performance improvement field, performance technologists are in an ideal position to detect and investigate unexpected effects (UEs) in the workplace: those near‐invisible root variables that, once exposed, pose either potentially performance‐harming or performance‐enhancing challenges for their organization. Working with UE triggers and trends will round out performance technologists' capabilities through the adoption of what is known as practice‐based research. 相似文献
110.