全文获取类型
收费全文 | 14033篇 |
免费 | 170篇 |
国内免费 | 7篇 |
专业分类
教育 | 10245篇 |
科学研究 | 1217篇 |
各国文化 | 88篇 |
体育 | 1111篇 |
综合类 | 7篇 |
文化理论 | 86篇 |
信息传播 | 1456篇 |
出版年
2021年 | 103篇 |
2020年 | 155篇 |
2019年 | 255篇 |
2018年 | 354篇 |
2017年 | 361篇 |
2016年 | 330篇 |
2015年 | 204篇 |
2014年 | 282篇 |
2013年 | 2596篇 |
2012年 | 299篇 |
2011年 | 363篇 |
2010年 | 226篇 |
2009年 | 217篇 |
2008年 | 322篇 |
2007年 | 232篇 |
2006年 | 301篇 |
2005年 | 199篇 |
2004年 | 183篇 |
2003年 | 175篇 |
2002年 | 214篇 |
2001年 | 319篇 |
2000年 | 288篇 |
1999年 | 260篇 |
1998年 | 128篇 |
1997年 | 156篇 |
1996年 | 171篇 |
1995年 | 175篇 |
1994年 | 139篇 |
1993年 | 162篇 |
1992年 | 234篇 |
1991年 | 210篇 |
1990年 | 209篇 |
1989年 | 242篇 |
1988年 | 244篇 |
1987年 | 205篇 |
1986年 | 204篇 |
1985年 | 216篇 |
1984年 | 190篇 |
1983年 | 229篇 |
1982年 | 170篇 |
1981年 | 160篇 |
1980年 | 156篇 |
1979年 | 229篇 |
1978年 | 186篇 |
1977年 | 165篇 |
1976年 | 149篇 |
1975年 | 128篇 |
1974年 | 119篇 |
1973年 | 125篇 |
1971年 | 106篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
931.
Josh Corngold Rebecca M. Katz Anne Newman D.C. Phillips 《Journal of Philosophy of Education》2005,39(1):123-139
The Blackwell Companion and Blackwell Guide to the philosophy of education, edited respectively by Randall Curren and by Nigel Blake, Paul Smeyers, Richard Smith and Paul Standish, are potentially field-defining volumes. The present essay moves back and forth between the two books to assess the overall impression they provide of the 'state of the art'. Whilst both texts can be criticised for failing to engage sufficiently with non-philosophical work on education, these are otherwise estimable volumes, containing many fine essays that can be read with profit. 相似文献
932.
Collaborative learning the wiki way 总被引:2,自引:0,他引:2
933.
934.
An assumption that is fundamental to the scoring of student-constructed responses (e.g., essays) is the ability of raters to focus on the response characteristics of interest rather than on other features. A common example, and the focus of this study, is the ability of raters to score a response based on the content achievement it demonstrates independent of the quality with which it is expressed. Previously scored responses from a large-scale assessment in which trained scorers rated exclusively constructed-response formats were altered to enhance or degrade the quality of the writing, and scores that resulted from the altered responses were compared with the original scores. Statistically significant differences in favor of the better-writing condition were found in all six content areas. However, the effect sizes were very small in mathematics, reading, science, and social studies items. They were relatively large for items in writing and language usage (mechanics). It was concluded from the last two content areas that the manipulation was successful and from the first four that trained scorers are reasonably well able to differentiate writing quality from other achievement constructs in rating student responses. 相似文献
935.
936.
937.
938.
939.
Carolyn D. Rude 《Technical Communication Quarterly》2004,13(3):271-288
Preparing students for civic engagement requires new knowledge about the uses of documents for advocacy and social change. Substantial social change results from repeated rather than from single rhetorical acts. Reconsideration of the rhetorical canon of delivery suggests expanding the concept beyond its present connection to publication (visual design, medium) to a rhetorical situation comprehensively defined. Delivery may take place over time and embrace a web of activities including field work, updates, and interconnections with other publications. 相似文献
940.
How environmental knowledge measures up at a Big Ten university 总被引:1,自引:1,他引:0
The reported research examines the level of environmental knowledge of Michigan State University students relative to the results of a biannual national study of the environmental knowledge of the general population of the United States. While the university students were found to possess higher levels of environmental knowledge than the general public, the students' overall environmental knowledge, on average, was deficient with only 66% of them receiving a passing grade. The findings suggest a positive correlation between academic level, field of study and environmental knowledge. 相似文献