全文获取类型
收费全文 | 5088篇 |
免费 | 60篇 |
国内免费 | 11篇 |
专业分类
教育 | 3732篇 |
科学研究 | 413篇 |
各国文化 | 102篇 |
体育 | 399篇 |
综合类 | 1篇 |
文化理论 | 49篇 |
信息传播 | 463篇 |
出版年
2021年 | 41篇 |
2020年 | 60篇 |
2019年 | 111篇 |
2018年 | 130篇 |
2017年 | 137篇 |
2016年 | 161篇 |
2015年 | 99篇 |
2014年 | 113篇 |
2013年 | 1242篇 |
2012年 | 92篇 |
2011年 | 112篇 |
2010年 | 102篇 |
2009年 | 105篇 |
2008年 | 124篇 |
2007年 | 98篇 |
2006年 | 84篇 |
2005年 | 103篇 |
2004年 | 97篇 |
2003年 | 82篇 |
2002年 | 101篇 |
2001年 | 72篇 |
2000年 | 73篇 |
1999年 | 77篇 |
1998年 | 45篇 |
1997年 | 59篇 |
1996年 | 53篇 |
1995年 | 56篇 |
1994年 | 55篇 |
1993年 | 48篇 |
1992年 | 56篇 |
1991年 | 75篇 |
1990年 | 60篇 |
1989年 | 52篇 |
1988年 | 39篇 |
1987年 | 60篇 |
1986年 | 49篇 |
1985年 | 60篇 |
1984年 | 58篇 |
1983年 | 63篇 |
1982年 | 50篇 |
1981年 | 52篇 |
1980年 | 36篇 |
1979年 | 54篇 |
1978年 | 61篇 |
1977年 | 50篇 |
1976年 | 37篇 |
1975年 | 42篇 |
1974年 | 28篇 |
1973年 | 33篇 |
1971年 | 26篇 |
排序方式: 共有5159条查询结果,搜索用时 281 毫秒
91.
James Steve Counelis 《Educational theory》1965,15(4):349-350
Contemporary Education: A Comparative Study of National Systems . John F. Cramer and George S. Browne. 相似文献
92.
James Powell Theo Wright Paul Newland Chris Creed Brian Logan 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):369-389
Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the development of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point:
- 1 Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
- 2 A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incorporate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system‐prompts as possible.
- 3 There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Additionally, such a record of command and control will be an ideal initiator of tutorial discussion.
- 4 The simulation should be realisable on a hardware/software platform of £10 000.
- 5 The overriding importance is that the simulation should ‘emulate as nearly as possible the feelings and stresses of the command role’.
93.
James E. Bruno 《The Urban Review》1988,20(2):95-107
High levels of student absenteeism, low SES home environments, and a general lack of experienced teachers to service the school curriculum all contribute to difficulties in insuring the delivery of apriori school district defined instructional programs. The importance of urban school site educational evaluation is underscored by recent studies which show that the effectiveness of instructional delivery is an important predictor of student antisocial behavior such as drug abuse, gang activity, vandalism. This study examines some of the problems associated with instructional evaluation in urban school settings using signal-receptor assessment theory analysis and a new type of test scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM). With MCW-APM, school administrative personnel can simultaneously evaluate and obtain policy relevant information for instructional leadership concerning the signal (instruction as delivered), the reception (student learning as received), and the assessment instrumentation itself (sensitivity of the test). Additionally, this method of scoring permits individual student performance on school district developed CRTs to be referenced to an information based standard (informed, partially informed, uninformed, and misinformed) of mastery as a selection standard instead of a percent correct score. 相似文献
94.
Regressing adjusted grade-point averages on freshman SAT scores and high school grade-point averages results in large increases
in the incremental predictive validity of the SAT. Even so, the SAT still changes no more than a small proportion of admissions
decisions and does not result in substantively important increases in freshman grades. The test does, however, change the
composition of the freshman class by altering acceptances to some major areas of study and by limiting the access of women
and blacks. 相似文献
95.
Explored herein are historical roots of preschool through elementary grade education in the East Africa nation of Ethiopia. Also included are current difficult challenges to educational improvement as well as promising developments such as greater involvement of private institutions, organizations, and individuals in supporting Ministry of Education reform initiatives. 相似文献
96.
This study examined the effects of rewards on the ideational fluency of 75 preschool children. Assigned to a reward or nonreward condition, the children were administered two ideational fluency tasks, Unusual Uses and Pattern Meanings. Analyses revealed a significant main effect for reward on the ideational fluency components of originality, total fluency, and flexibility. In all cases the rewarded subjects scored lower than the nonrewarded group. These findings support the growing body of evidence that rewards are detrimental to creative functioning. 相似文献
97.
Susan B. Wetstein-Kroft James W. Vargo 《International journal for the advancement of counseling》1984,7(3):181-195
A first step towards the design and implementation of a successful mainstreaming program requires a careful examination of two key issues. First, what are children's attitudes towards disability, and second, what are the critical elements involved in facilitating attitude change? This paper examines the current research literature on children's attitudes towards disability and programs aimed at attitude change. The review culminates in a synthesis of the key themes and issues involved and provides a foundation for further study. 相似文献
98.
99.
Twenty acquisition curves were obtained from each of 8 pigeons in a free-operant choice procedure. Every condition began with a phase in which two response keys had equal probabilities of reinforcement, and, as a result, subjects’ responses were divided fairly evenly between the two keys. This was followed by a phase in which one key had a higher probability of reinforcement than the other, and the development of preference was observed. In all but a few cases, response proportions increased for the key with the higher probability of reinforcement. In most conditions, the two probabilities differed by .06, but the actual probabilities varied (from .16 and .10 in one condition to .07 and .01 in another). Development of preference for the key with the higher probability of reinforcement was slower when the ratio of the two reinforcement probabilities was small (.16/.10) than when it was large (.07/.01). This finding is inconsistent with the predictions of several different quantitative models of acquisition, including the kinetic model (Myerson & Miezin, 1980) and the ratio-invariance model (Horner & Staddon, 1987). However, the finding is consistent with a hypothesis based on Weber’s law, which states that the two alternatives are more discriminable when the ratio of their reinforcement probabilities is larger, and, as a result, the acquisition of preference is faster. 相似文献
100.
James Tooley Pauline Dixon Isaac Amuah 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(4):389-415
A census and survey of schools in the district of Ga, Ghana, explored the nature and extent of private education, and compared
inputs to public and private schooling. Three quarters of all schools found were private, with almost as many unregistered
private as government schools. Several important differences between registered and unregistered private schools were noted,
including age, fee levels charged, teacher salaries and class size. A range of inputs, such as teacher activity, availability
of desks, chairs, libraries, toilets and drinking water, were used to compare inputs to government, unregistered and registered
private schools. Some conclusions are explored about the potential role for the private sector in helping meet “education
for all” targets. 相似文献