全文获取类型
收费全文 | 8383篇 |
免费 | 129篇 |
国内免费 | 7篇 |
专业分类
教育 | 6140篇 |
科学研究 | 500篇 |
各国文化 | 161篇 |
体育 | 694篇 |
综合类 | 3篇 |
文化理论 | 128篇 |
信息传播 | 893篇 |
出版年
2022年 | 50篇 |
2021年 | 76篇 |
2020年 | 149篇 |
2019年 | 211篇 |
2018年 | 287篇 |
2017年 | 307篇 |
2016年 | 292篇 |
2015年 | 220篇 |
2014年 | 239篇 |
2013年 | 1830篇 |
2012年 | 227篇 |
2011年 | 228篇 |
2010年 | 208篇 |
2009年 | 181篇 |
2008年 | 278篇 |
2007年 | 209篇 |
2006年 | 207篇 |
2005年 | 192篇 |
2004年 | 150篇 |
2003年 | 182篇 |
2002年 | 163篇 |
2001年 | 132篇 |
2000年 | 116篇 |
1999年 | 112篇 |
1998年 | 105篇 |
1997年 | 108篇 |
1996年 | 115篇 |
1995年 | 122篇 |
1994年 | 116篇 |
1993年 | 92篇 |
1992年 | 110篇 |
1991年 | 105篇 |
1990年 | 101篇 |
1989年 | 91篇 |
1988年 | 84篇 |
1987年 | 70篇 |
1986年 | 65篇 |
1985年 | 72篇 |
1984年 | 60篇 |
1983年 | 75篇 |
1982年 | 73篇 |
1981年 | 78篇 |
1980年 | 82篇 |
1979年 | 74篇 |
1978年 | 54篇 |
1977年 | 44篇 |
1976年 | 52篇 |
1975年 | 43篇 |
1974年 | 40篇 |
1971年 | 29篇 |
排序方式: 共有8519条查询结果,搜索用时 9 毫秒
151.
This study deals with the initial understanding that advanced undergraduate mathematics students exhibit when presented with a new concept in an environment requiring self-generation and self-validation of instances of the concept. Data were collected in spring of 1995 through interviews with 11 third and fourth year undergraduate mathematics students. We discuss the data from the perspective of the student's concept image and introduce the notion of learning event to indicate when a student communicates and applies a new understanding of a concept. We infer that the students in our study who employed an example generation learning strategy were more effective in attaining an initial understanding of the new concept than those who primarily employed other learning strategies such as definition reformulation or memorization.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
152.
AbstractAbsence from sport participation among girls from ethno-cultural minorities is often highlighted as an inclusion policy challenge. Based on 35 interviews with community sports coaches, managers and partners, we explore how the absence of girls is problematized in four Swedish sports-based interventions, focusing on how problems, as well as the means and the ends of social inclusion, are articulated. The girls are assessed as being in need of social change due to their alleged social exclusion. Absence is explained by “patriarchal norms” as well as by the introvert conduct of the girls themselves. Girls-only sports activities performed by female coaches as role models are described as a way for girls to gain social inclusion and to become emancipated from subjugating norms. In conclusion, participation in community sport is highlighted in discourse as crucial for adopting powers of emancipation. A similar discourse could be recognized elsewhere, inside and outside the realm of sport. 相似文献
153.
Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners. Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores. Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33). Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers. 相似文献
154.
Dennis F. Michaels David L. Boggs 《Community College Journal of Research & Practice》2013,37(2):137-149
This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis. Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services. 相似文献
155.
Phillip Dawson Michael Henderson Paige Mahoney Michael Phillips Tracii Ryan David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback. 相似文献
156.
David W. Stamps 《TechTrends》1990,35(4):12-16
Conclusion The role of message TV in education will change with advancing technology and improving instructional design. As a stand alone
activity, message TV may be too subjective an experience with too short a duration to expect enduring attitude and value changes.
More research into the use of the medium as a stand alone activity is required. However, since message TV is a more effective
medium for impressing with images than transmitting abstract data, it can play the affective instructional role as the strategic
component within a program that uses a variety of activities to facilitate attitude and value cultivation. Message TV is a
very powerful tool for persuasion that illustrates, dramatizes, and makes concrete the program’s objectives.
Both of these productions operate on budgetary demands typical of educational institutions: resourcefulness, innovation, and
dollar s-t-r-e-t-c-h-i-n-g. Our computer graphics are created on an Omega 500 with extra memory and a genlock device. For
special effects we use a Chinon CV-T70 VHS Camcorder camera with special digital effects. This equipment belongs to our talented
videographics creator, Rex Suba, who teaches high school media production. He gave a showcase presentation at AECT’s 1988
convention entitled “Desk Top Video: Low Cost Choice For Instruction” and demonstrates the innovative educational applications
of his affordable equipment. 相似文献
157.
The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain‐general in that they can be applied in a variety of domains, and that they can be taught and learned. We also discuss two implications of the skills for current theories of expertise. The first is that any observed transfer of expertise between domains might result as much from the support supplied by application of the skills during learning and performance as from any direct transfer achieved due to two domains sharing similar task elements. The second is that use of these skills might contribute to an understanding of how performers sustain the motivation necessary for the extended period of deliberate practice required to maximize skill acquisition. 相似文献
158.
159.
160.