全文获取类型
收费全文 | 486篇 |
免费 | 4篇 |
专业分类
教育 | 372篇 |
科学研究 | 22篇 |
各国文化 | 12篇 |
体育 | 32篇 |
文化理论 | 7篇 |
信息传播 | 45篇 |
出版年
2020年 | 6篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 8篇 |
2016年 | 6篇 |
2015年 | 7篇 |
2014年 | 14篇 |
2013年 | 133篇 |
2012年 | 8篇 |
2011年 | 13篇 |
2010年 | 5篇 |
2009年 | 10篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 10篇 |
2003年 | 6篇 |
2002年 | 12篇 |
2001年 | 11篇 |
2000年 | 8篇 |
1999年 | 7篇 |
1998年 | 9篇 |
1997年 | 6篇 |
1996年 | 12篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 12篇 |
1992年 | 4篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 10篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1973年 | 4篇 |
1972年 | 5篇 |
1971年 | 4篇 |
1968年 | 3篇 |
排序方式: 共有490条查询结果,搜索用时 0 毫秒
461.
The current preoccupation in British higher education with quality assessment, quality assurance and the monitoring of academic standards is traceable to a set of government policies which constitute an agenda for the radical overhaul of the ideals by which higher education has operated in Britain hitherto. Intent on overturning the collegial ethos of British higher education, and determined to replace the notion of a self-justifying and self-regulating academic community with a system in which universities operate primarily as pan of the national wealth-creating process, the Conservative government has used the quality debate to impose upon the universities a culture of compliance with norms of its own choosing. The net result of this process has been a deliberate undermining of academic autonomy. 相似文献
462.
463.
John A. Saunders Geoffrey A. Lancaster 《Assessment & Evaluation in Higher Education》1985,10(2):98-118
This paper gives an account of the use of cluster analysis to obtain benefit segmentations by which sixth‐formers could be grouped according to their responses to twenty three criteria on the choice of ‘course’ in Higher Education. 相似文献
464.
465.
Some current problems in reading, as viewed by cognitive psychology, are discussed around a summary of a symposium on Reading and Lexical Access held ac, part of the International Conference on Practical Aspects of Memory (Gruneberg, Morris arid Sykes, 1978). The analysis of component processes in reading, and the analysis of reading dynamics provide apparently opposing approaches to the study of reading, but they often lead to similar conclusions about reading behaviour and are seen here to be complementary approaches. Prompted by the discussion of phonological mediation in a number of the papers we are led to the conclusion that whereas phonological reading can be observed to be used on some occasions, it is not necessaryfor word recognition and reading. Three hypotheses of its use by skilled readers are suggested—for sequential attention control, for the generation of a working memory code, and for the resolution of ambiguity by prosodics. The beginning reader may have a further use in gaining a spoken representation, and therefore recognition, of new words. 相似文献
466.
Classification and Framing of the Curriculum in Evangelical Christian and Muslim Schools in England and The Netherlands 总被引:1,自引:0,他引:1
Geoffrey Walford 《Educational studies》2002,28(4):403-419
This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the religious teaching as a separate component of the curriculum. This paper uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools. Through a series of case studies of schools and curricula it examines the nature of the curricula and their possible effects on children. 相似文献
467.
Geoffrey Howson 《Teaching Statistics》2002,24(1):17-21
This article critically explores several issues related to requirements for probability teaching in various national curricula. 相似文献
468.
In this paper, we compare the publication outcomes of two teams within a multi-university scientific alliance. Scientists in one team share similar scholarly backgrounds and work in a well established paradigm, while scientists in the second team have different backgrounds and work in an emergent discipline. While the alliance has increased the productivity of both teams, this increase was highest for the more heterogeneous team. In addition, while the variety of knowledge concepts employed in their research was initially higher for the heterogeneous team, this gap narrowed over time. We discuss the implications of our research for alliance design. 相似文献
469.
Geoffrey Baird 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(2):223-234
Efficiently managing laboratory test utilization requires both ensuring adequate utilization of needed tests in some patients and discouraging superfluous tests in other patients. After the difficult clinical decision is made to define the patients that do and do not need a test, a wealth of interventions are available to the clinician and laboratorian to help guide appropriate utilization. These interventions are collectively referred to here as the utilization management toolbox. Experience has shown that some tools in the toolbox are weak and other are strong, and that tools are most effective when many are used simultaneously. While the outcomes of utilization management studies are not always as concrete as may be desired, what data is available in the literature indicate that strong utilization management interventions are safe and effective measures to improve patient health and reduce waste in an era of increasing financial pressure. 相似文献
470.
Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students’ conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students’ ability levels. 相似文献