全文获取类型
收费全文 | 23828篇 |
免费 | 427篇 |
国内免费 | 15篇 |
专业分类
教育 | 17171篇 |
科学研究 | 2054篇 |
各国文化 | 234篇 |
体育 | 1940篇 |
综合类 | 13篇 |
文化理论 | 176篇 |
信息传播 | 2682篇 |
出版年
2022年 | 188篇 |
2021年 | 264篇 |
2020年 | 396篇 |
2019年 | 634篇 |
2018年 | 861篇 |
2017年 | 840篇 |
2016年 | 744篇 |
2015年 | 449篇 |
2014年 | 691篇 |
2013年 | 4648篇 |
2012年 | 661篇 |
2011年 | 668篇 |
2010年 | 490篇 |
2009年 | 522篇 |
2008年 | 565篇 |
2007年 | 503篇 |
2006年 | 459篇 |
2005年 | 436篇 |
2004年 | 401篇 |
2003年 | 371篇 |
2002年 | 364篇 |
2001年 | 504篇 |
2000年 | 406篇 |
1999年 | 374篇 |
1998年 | 216篇 |
1997年 | 221篇 |
1996年 | 256篇 |
1995年 | 247篇 |
1994年 | 198篇 |
1993年 | 215篇 |
1992年 | 329篇 |
1991年 | 307篇 |
1990年 | 307篇 |
1989年 | 300篇 |
1988年 | 260篇 |
1987年 | 304篇 |
1986年 | 272篇 |
1985年 | 310篇 |
1984年 | 251篇 |
1983年 | 216篇 |
1982年 | 193篇 |
1981年 | 171篇 |
1980年 | 156篇 |
1979年 | 263篇 |
1978年 | 185篇 |
1977年 | 168篇 |
1976年 | 155篇 |
1975年 | 143篇 |
1974年 | 148篇 |
1971年 | 140篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
141.
ALISON M. BRADY 《Journal of Philosophy of Education》2021,55(1):25-40
Current conceptions of accountability imply that, in order for teachers to be able to hold themselves to account, they need first to have cultivated certain ‘professional dispositions’. But these conceptions fail to acknowledge the extent to which teachers are first and foremost accountable ‘as such’. For the early existentialist thought of the philosopher Jean‐Paul Sartre, this relates to a kind of responsibility premised on the ways in which we are always and inevitably responding to the world in which we find ourselves (with others). In this paper, I offer a reconceptualisation of teacher accountability in light of this, one that recognises implicit responses in classroom situations as underpinned by the subjectivity of those who bring these situations to light—often in subtle and immeasurable ways. 相似文献
142.
143.
144.
Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
145.
146.
147.
Michelle M. Wu 《Legal Reference Services Quarterly》2017,36(2):51-73
Digitize-and-lend library projects can benefit societies in multiple ways, from providing information to people in remote areas or with physical disabilities to facilitating the sharing of library resources with information-poor communities. This article explores the potential of digitize and lend as well as outlines how projects can be undertaken in a manner respectful of the balance of copyright. 相似文献
148.
149.
M. Jeanne Wilcox Shelley I. Gray Amy B. Guimond Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294
The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI. 相似文献
150.