全文获取类型
收费全文 | 6293篇 |
免费 | 72篇 |
国内免费 | 10篇 |
专业分类
教育 | 4888篇 |
科学研究 | 257篇 |
各国文化 | 57篇 |
体育 | 623篇 |
综合类 | 5篇 |
文化理论 | 64篇 |
信息传播 | 481篇 |
出版年
2022年 | 28篇 |
2021年 | 47篇 |
2020年 | 61篇 |
2019年 | 114篇 |
2018年 | 151篇 |
2017年 | 170篇 |
2016年 | 150篇 |
2015年 | 119篇 |
2014年 | 175篇 |
2013年 | 1373篇 |
2012年 | 200篇 |
2011年 | 195篇 |
2010年 | 222篇 |
2009年 | 219篇 |
2008年 | 178篇 |
2007年 | 178篇 |
2006年 | 159篇 |
2005年 | 107篇 |
2004年 | 103篇 |
2003年 | 85篇 |
2002年 | 104篇 |
2001年 | 69篇 |
2000年 | 123篇 |
1999年 | 90篇 |
1998年 | 88篇 |
1997年 | 77篇 |
1996年 | 113篇 |
1995年 | 146篇 |
1994年 | 112篇 |
1993年 | 110篇 |
1992年 | 107篇 |
1991年 | 124篇 |
1990年 | 90篇 |
1989年 | 64篇 |
1988年 | 47篇 |
1987年 | 51篇 |
1986年 | 50篇 |
1985年 | 46篇 |
1984年 | 56篇 |
1983年 | 43篇 |
1982年 | 41篇 |
1981年 | 44篇 |
1980年 | 46篇 |
1979年 | 76篇 |
1978年 | 69篇 |
1977年 | 80篇 |
1976年 | 49篇 |
1975年 | 40篇 |
1974年 | 45篇 |
1972年 | 21篇 |
排序方式: 共有6375条查询结果,搜索用时 15 毫秒
111.
The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests. 相似文献
112.
113.
114.
Peter Coleman 《Interchange》1972,3(1):42-52
This study is concerned with the nature of organizational goals, and ways of measuring goal achievement. It is intended to provide administrators with some new ways of conceptualizing the evalution of effectiveness in educational systems. The paper points out the desirability of involving professionals in the setting of goals, proposes a three-tier system of goals for educational systems, and suggests some of the reasons for the frequent failure to achieve organizational goals. Additionally, a comprehensive approach to the goals of organizations, adapted from Gross's matrix of purposes, is proposed, on the grounds that only such an inclusive approach to organizational goals is entirely satisfactory. Finally, the paper takes issue with the notion that freedom for organization members equals absence of organizational controls. The sense of power for organization members increases with participation in control, as does effectiveness. Thus, particularly for organizations with large numbers of professionals as members, it is not absence of control but rather participation in control that is the vital factor in both freedom and effectiveness. The final conclusion of the paper is that attempts to improve the effectiveness of educational systems or institutions must be in the future more inclusive, and that the matrix of purposes approach is one possible line of development.
Résumé Cette étude porte sur la nature des objectifs des plans d'organisation et des méthodes servant à mesurer le degré de réussite dans la poursuite de ces objectifs. L'auteur se propose de fournir aux administrateurs un certain nombre de nouveaux critères pour concevoir l'évaluation de l'efficacité des systèmes éducatifs. Soulignant l'opportunité de confier à des professionnels l'établissement des objectifs, cette étude propose un système à trois paliers et tente d'expliquer les échecs fréquents auxquels aboutissent les objectifs des plans d'organisation. Par ailleurs, en ce qui concerne les objectifs des organisations, elle propose une attitude globale adaptée de l'étude de Gross intitulée matrix of purposes (matrice des objectifs), étant donné qu'une telle attitude est la seule qui soit satisfaisante à tous points de vue. Enfin l'auteur dénonce la notion selon laquelle la liberté accordée aux membres des organisations équivaut à une absence de contrôle sur ces dernières. En participant au contrôle de leurs organisations, les membres prennent en effet de plus en plus conscience de leur pouvoir et l'efficacité s'en trouve accrue. C'est ainsi que lorsqu'il s'agit, en particulier, d'organisations comptant de nombreux membres des professions libérales, ce n'est pas l'absence de contrôle mais plutôt la participation au contrôle qui représente le facteur capital à la fois de la liberté et de l'efficacité. En conclusion finale, cette étude affirme qu'à l'avenir, les tentatives d'amélioration des systèmes éducatifs ou des institutions devront avoir un caractère plus global et que la matrice des objectifs représente l'une des méthodes possibles à adopter dans ce domaine.相似文献
115.
Kamin’s three-stage blocking paradigm was investigated in rabbit eyelid conditioning, Two manipulations were examined. A change in the CS-US interval from Stage 1 to Stage 2 did not attenuate blocking. The introduction of a salient stimulus during the intertriai interval in Stage 2 also failed to attenuate blocking. The first result is not consistent with Kamin’s interpretation of the blocking effect in terms of US surprisingness. The second resuit is inconsistent with a prediction based on the Rescorla-Wagner model. 相似文献
116.
Dr. Randall G. Chapman 《Research in higher education》1979,10(1):37-57
Following the presentation of a marketing management paradigm for higher educational institutions, this paper discuses some aspects of the pricing policy process in colleges and universities. A statistical model of the college choice process is developed, and some empirical results related to the effects of price, among other factors, on the collegechoice decision-making behavior process of high school seniors are presented and interpreted. The two most important factors affecting the college choice process are seen to be college quality and price-related considerations. Marketing implications of these results are discussed.Presented at the Annual Forum of the Association For Institutional Research, Houston, Texas, May 1978. 相似文献
117.
Peter Williams 《Assessment & Evaluation in Higher Education》2017,42(6):978-989
Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address twenty-first century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts. 相似文献
118.
A SYSTEMIC,STUDENT-CENTERED STUDY OF UNIVERSITY SERVICE 总被引:1,自引:0,他引:1
This paper discusses the methods and findings ofthe Student Focus Project, a sixmonth study of studentperceptions of service at a large university inBrisbane, Australia. The study paneled 24 focus groups of undergraduate students to assess theirbeliefs about a pretested set of questions concerningpositive and negative aspects of university life,successes and frustrations with university service,attempts to overcome the obstacles of university life,and what students expect from their relationship to theuniversity. Of the themes identified in the StudentFocus study, it was found that malignantbureaucracy and the balkanization ofInformation are systemic factors that negativelyinfluence student perceptions of the quality ofuniversity service. It was also found that studentstrategies for service recovery can contribute to the overall confusion andpoor performance of university services. 相似文献
119.
Peter Whalley 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(3):190-204
The computer was first seen as a calculating engine, and only more recently as a way to view and manipulate the dynamic media. Now as a tool for imagining the computer allows us to explore and think 'What if?' about imagined objects and situations. In this paper an analysis is made of the image types that best support engaged multimedia interactivity and which can contribute to the perception of multimedia as a resource for imaginative teaching and learning. 相似文献
120.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献