全文获取类型
收费全文 | 7602篇 |
免费 | 91篇 |
国内免费 | 5篇 |
专业分类
教育 | 5268篇 |
科学研究 | 838篇 |
各国文化 | 56篇 |
体育 | 626篇 |
文化理论 | 38篇 |
信息传播 | 872篇 |
出版年
2021年 | 69篇 |
2020年 | 106篇 |
2019年 | 166篇 |
2018年 | 201篇 |
2017年 | 207篇 |
2016年 | 200篇 |
2015年 | 123篇 |
2014年 | 176篇 |
2013年 | 1382篇 |
2012年 | 167篇 |
2011年 | 171篇 |
2010年 | 145篇 |
2009年 | 148篇 |
2008年 | 173篇 |
2007年 | 165篇 |
2006年 | 136篇 |
2005年 | 122篇 |
2004年 | 115篇 |
2003年 | 105篇 |
2002年 | 110篇 |
2001年 | 128篇 |
2000年 | 150篇 |
1999年 | 138篇 |
1998年 | 67篇 |
1997年 | 60篇 |
1996年 | 77篇 |
1995年 | 73篇 |
1994年 | 76篇 |
1993年 | 72篇 |
1992年 | 129篇 |
1991年 | 110篇 |
1990年 | 100篇 |
1989年 | 140篇 |
1988年 | 94篇 |
1987年 | 97篇 |
1986年 | 93篇 |
1985年 | 120篇 |
1984年 | 94篇 |
1983年 | 97篇 |
1982年 | 94篇 |
1981年 | 90篇 |
1980年 | 85篇 |
1979年 | 98篇 |
1978年 | 98篇 |
1977年 | 75篇 |
1976年 | 78篇 |
1975年 | 45篇 |
1974年 | 63篇 |
1973年 | 62篇 |
1969年 | 46篇 |
排序方式: 共有7698条查询结果,搜索用时 62 毫秒
971.
972.
Rebekka Darner Gougis Janet F. Stomberg Alicia T. O’Hare Catherine M. O’Reilly Nicholas E. Bader Thomas Meixner Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056
The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term. 相似文献
973.
974.
In this paper we continue our search for a socially responsible science education by an examination of the trends in the Science,
Technology and Society movement. These trends reflect differing ideological perspectives and result in courses which serve
different ends. We identify two major flaws in the movement that inhibits the realization of a schooling in science dedicated
to democracy. We propose skills necessary for citizens to participate in debate over issues surrounding the impact of science
and technology on society and a teaching stategy to help develop them.
Specializations: social responsibility and the curriculum, ideology and comparative science education. 相似文献
975.
John Joseph Peregoy Connie T. Schliebner 《International journal for the advancement of counseling》1990,13(3):193-204
The authors provide an overview of the psychosocial impact of unemployment. Case studies, based on interviews with the long-term unemployed during 1988 and 1989 are presented to highlight the Personal Employment Identity Model. The PEIM is a service delivery paradigm designed to assist counselors when working with the unemployed. It utilizes an individuals's ego identity in relation to their self identification with their previous work role to recommend interventions. Interventions will vary according to the inherent and expressed needs of the individual on the continuum of the Personal Employment Identity Model. 相似文献
976.
Hospice and hospital personnel who give care to dying patients should be prepared for situations in which a client or family member is hearing impaired. What are the specific concerns of a hearing impaired client? How are needs for meaningful conversation and expression of feelings compromised by the care giver's awkwardness? This article provides practical suggestions for meeting needs of hearing impaired clients with serious illnesses. 相似文献
977.
978.
Johnson Janet T. Verdi Michael P. Kealy William A. Stock William A. Haygood Robert C. 《Contemporary educational psychology》1995,20(4)
In two studies, undergraduates learned a map of the city of Rome in either a flat survey map or a one-point perspective format. The perspective map lead to greater feature recall in the first study and to better memory for a related text when features were correctly located in the second study. Both studies suggest that map scanning patterns may differ depending on the learner′s point of view. 相似文献
979.
This paper reviews empirical literature on how people use documents to perform tasks. We examine studies that have been published under the topics of: following written directions, reading maps, following instructions, using job performance aids, and processing procedural texts. Documents that contain a procedure, such as a set of directions, require transformation of information. Such transformation frequently requires converting a procedure represented verbally in a text into a procedure represented behaviorally in a performance. To accomplish this transformation, we propose that students must: (a) form a conceptual model of the performance; (b) encode procedures from the document; (c) engage in self-testing; and (d) conduct self-corrections to repair mistakes. We further propose that these operations are performed most efficiently with distinctive information resources. An overview of the task is likely to be most effective in facilitating conceptual model formation. Procedural information that emphasizes temporal characteristics of the performance will facilitate the encoding of procedures. A representation of the outcome (usually graphic) improves self-testing, and the comparison of the outcome with progress in the workspace leads to most effective self-correction. This process-resource interaction minimizes the number and complexity of transformations required to process procedural documents. 相似文献
980.
Donald P Ely 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):183-190
Indonesia, like many developing countries, has problems of increasing numbers of students, shortage of qualified teachers, limited resources and strong support for traditional schooling. Educational technology has been introduced to help alleviate some of the problems and has been relatively successful over the past 15 years. A planned effort to use educational technology in appropriate ways began in the mid-1970s and is still growing. Such success does not come easily. The lessons learned from this effort are explicitly stated in four categories: (1) cultural affairs (2) personnel and training (3) organisation and management and (4) leadership. Each 'lesson' is stated as a principle or guideline. Conclusions emphasise the importance of leadership, commitment, local control, long-range planning and the presence of a communications satellite. 相似文献