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131.
五年制高职是高等职业教育的一个重要组成部分,也是高等职业教育与中等职业教育衔接的教育创新模式。办好五年制高职的关键在于突出其学制优势、生活优势、人才培养模式优势、专业设置优势,在目标定位上,注重学生全面职业行为能力的培养,为社会发展提供有针对性的人才。 相似文献
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133.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
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135.
Li Pei-Jung Hong Huang-Yao Chai Ching Sing Tsai Chin-Chung Lin Pei-Yi 《Research in Science Education》2020,50(5):2035-2053
Research in Science Education - The aim of this study was to investigate whether and how engaging with a computer-supported collaborative knowledge-building environment helps students to develop a... 相似文献
136.
为解决高校资产配置管理存在的问题,从外部形势及内部环境入手分析解决途径。以西南交通大学为例,阐述行之有效的解决措施-进行制度建设及体系构建。基于公房配置进行实物资产管理,基于大型仪器设备共享进行设备资产配置,促进高校资产开放共享。 相似文献
137.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
138.
This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9. 相似文献
139.
为了实时获取室内空气质量信息,系统集成多种传感器进行实时监测,监测数据通过无线网络发送至ARM微处理器.数据通过服务器发送至用户终端APP,用户通过屏幕获取实时空气质量信息,提高了系统的实用性.通过多地、多次和多项指标的室内空气测量,证实该系统具有获取数据快速、测量准确、性能稳定可靠等特点,具有一定的使用和推广价值. 相似文献
140.
May Cheng May Hung Winnie So Wing Mui Wong Yu Lai Wah Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.