全文获取类型
收费全文 | 6853篇 |
免费 | 82篇 |
国内免费 | 21篇 |
专业分类
教育 | 4620篇 |
科学研究 | 855篇 |
各国文化 | 48篇 |
体育 | 611篇 |
综合类 | 5篇 |
文化理论 | 31篇 |
信息传播 | 786篇 |
出版年
2022年 | 45篇 |
2021年 | 70篇 |
2020年 | 108篇 |
2019年 | 161篇 |
2018年 | 193篇 |
2017年 | 197篇 |
2016年 | 187篇 |
2015年 | 119篇 |
2014年 | 169篇 |
2013年 | 1174篇 |
2012年 | 167篇 |
2011年 | 163篇 |
2010年 | 157篇 |
2009年 | 145篇 |
2008年 | 173篇 |
2007年 | 165篇 |
2006年 | 136篇 |
2005年 | 132篇 |
2004年 | 107篇 |
2003年 | 93篇 |
2002年 | 108篇 |
2001年 | 130篇 |
2000年 | 146篇 |
1999年 | 131篇 |
1998年 | 58篇 |
1997年 | 48篇 |
1996年 | 65篇 |
1995年 | 59篇 |
1994年 | 60篇 |
1993年 | 54篇 |
1992年 | 112篇 |
1991年 | 95篇 |
1990年 | 91篇 |
1989年 | 120篇 |
1988年 | 84篇 |
1987年 | 78篇 |
1986年 | 79篇 |
1985年 | 98篇 |
1984年 | 72篇 |
1983年 | 73篇 |
1982年 | 79篇 |
1981年 | 59篇 |
1980年 | 68篇 |
1979年 | 74篇 |
1978年 | 76篇 |
1977年 | 56篇 |
1976年 | 60篇 |
1974年 | 50篇 |
1973年 | 43篇 |
1969年 | 43篇 |
排序方式: 共有6956条查询结果,搜索用时 0 毫秒
991.
All universities in Australia are asked to develop various attributes in their degrees. From 2011, the Australian Qualifications Framework has stipulated some of these attributes for the various levels of qualifications. There are many challenges that face assuring the development of graduate attributes in a Bachelor of Arts as the degree typically has very few core units (if any), a wide choice of subjects, a limited prerequisite structure and, unlike many professional degrees, the BA does not have an external accrediting body. This paper describes an approach used to identify the pathway undertaken by each individual student in a History major of the Bachelor of Arts. This pathway was used to identify the graduate attributes that each student should have developed, as articulated by the lecturers. Student perceptions were then compared with the graduate attributes that were intended to be developed through each individual's combination of units studied. In summary, through analysing the two methods (student perceptions and unit pathway) we found that they concurred with respect to only three-quarters of the graduate attributes. Possible reasons for the discrepancies and future research are discussed. The need for multiple methods of providing evidence of the development of graduate attributes is confirmed. 相似文献
992.
AbstractConsistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School’s sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School support for key academic and administrative roles; timely access to reports and tools from nationally-funded projects and sessional staff input. Reviewing our approach against national standards highlighted ongoing actions while collaboration with academic developers is critical for advancing our understanding and reviewing our approaches in our continuously changing context. 相似文献
993.
994.
995.
996.
997.
998.
T. S. Robertson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):189-197
Social class has always been one of the most prominent variables in educational research, yet the various ways of classifying it have never ceased to be controversial. The author reviews the major classifications, assesses their validity, surveys the use made of them in research literature, suggests how they should be interpreted, and assesses to what degree findings couched in these terms correspond to the reality of social differences in Britain. 相似文献
999.
T. P. Gorman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):190-198
This article summarizes the findings of an NFER project which studied the roles, management and practices of LEA advisory services throughout England and Wales. The full report of the research (Stillman and Grant, 1988) will be published in January by NFER‐NELSON. 相似文献
1000.