全文获取类型
收费全文 | 15454篇 |
免费 | 241篇 |
国内免费 | 12篇 |
专业分类
教育 | 10788篇 |
科学研究 | 1784篇 |
各国文化 | 131篇 |
体育 | 1239篇 |
综合类 | 17篇 |
文化理论 | 204篇 |
信息传播 | 1544篇 |
出版年
2022年 | 130篇 |
2021年 | 189篇 |
2020年 | 295篇 |
2019年 | 446篇 |
2018年 | 582篇 |
2017年 | 595篇 |
2016年 | 519篇 |
2015年 | 335篇 |
2014年 | 447篇 |
2013年 | 2629篇 |
2012年 | 404篇 |
2011年 | 375篇 |
2010年 | 358篇 |
2009年 | 298篇 |
2008年 | 307篇 |
2007年 | 318篇 |
2006年 | 300篇 |
2005年 | 254篇 |
2004年 | 282篇 |
2003年 | 251篇 |
2002年 | 256篇 |
2001年 | 329篇 |
2000年 | 346篇 |
1999年 | 268篇 |
1998年 | 147篇 |
1997年 | 189篇 |
1996年 | 185篇 |
1995年 | 128篇 |
1994年 | 138篇 |
1993年 | 126篇 |
1992年 | 201篇 |
1991年 | 192篇 |
1990年 | 229篇 |
1989年 | 215篇 |
1988年 | 183篇 |
1987年 | 200篇 |
1986年 | 180篇 |
1985年 | 215篇 |
1984年 | 155篇 |
1983年 | 132篇 |
1982年 | 126篇 |
1981年 | 113篇 |
1980年 | 114篇 |
1979年 | 178篇 |
1978年 | 139篇 |
1977年 | 119篇 |
1976年 | 94篇 |
1975年 | 96篇 |
1974年 | 96篇 |
1973年 | 93篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
191.
"Much to do about nothing": a clarification of issues on the regular education initiative 总被引:1,自引:0,他引:1
S Trent 《Journal of learning disabilities》1989,22(1):23-5, 45
192.
A cowse‐integrated programme of library instruction has been developed for the School of Civil Engineering at the Queensland University of Technology, Australia; library instruction being one of the means selected to improve the research efforts of fourth year project students. The programme has been developed through consultation between the Civil Engineering Research Project Coordinator and the Civil Engineering Reference Librarian. Its aims are derived from those established for the fourth year research projects. Attention is focussed on the nature of the programme and the impact of instruction on fourth year research project students. Students who had received extended library instruction were compared with students from the previous year. Evidence suggests that the instruction has improved the information seeking behaviour of the students and their literature reviews. 相似文献
193.
da Silva Cláudia Sampaio Corrêa Teixeira Marco Antônio Pereira Cardoso Paulo Fernández-Navarro Pablo Gonçalves Miguel M. Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
194.
González-Forte Juan Manuel Fernández Ceneida Van Hoof Jo Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565
European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is... 相似文献
195.
Research in Higher Education - Given a revived national discourse about rural populations, more educational research on rural students is necessary, including ways that rural students transition to... 相似文献
196.
Amicus Curiae
A brief for individual merit in Michigan Covington &; burling for the national association of scholars 相似文献197.
Turşucu Süleyman Spandaw Jeroen de Vries Marc J. 《Research in Science Education》2020,50(5):2131-2157
Research in Science Education - Students in upper secondary education encounter difficulties in applying mathematics in physics. To improve our understanding of these difficulties, we examined... 相似文献
198.
This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension
of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the
evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant
areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant
information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time,
and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality,
and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other).
These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their
significance for the design of learning environments. 相似文献
199.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
200.
Miguel Arevalillo-Herráez Paloma Moreno-Clari Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献