全文获取类型
收费全文 | 2559篇 |
免费 | 35篇 |
国内免费 | 4篇 |
专业分类
教育 | 1818篇 |
科学研究 | 288篇 |
各国文化 | 31篇 |
体育 | 171篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 252篇 |
出版年
2022年 | 15篇 |
2021年 | 28篇 |
2020年 | 40篇 |
2019年 | 64篇 |
2018年 | 85篇 |
2017年 | 73篇 |
2016年 | 76篇 |
2015年 | 46篇 |
2014年 | 58篇 |
2013年 | 664篇 |
2012年 | 52篇 |
2011年 | 51篇 |
2010年 | 40篇 |
2009年 | 38篇 |
2008年 | 54篇 |
2007年 | 33篇 |
2006年 | 42篇 |
2005年 | 31篇 |
2004年 | 40篇 |
2003年 | 44篇 |
2002年 | 41篇 |
2001年 | 24篇 |
2000年 | 35篇 |
1999年 | 33篇 |
1998年 | 21篇 |
1997年 | 24篇 |
1996年 | 27篇 |
1995年 | 27篇 |
1994年 | 17篇 |
1993年 | 24篇 |
1992年 | 27篇 |
1991年 | 19篇 |
1990年 | 20篇 |
1989年 | 27篇 |
1988年 | 18篇 |
1987年 | 28篇 |
1986年 | 16篇 |
1985年 | 15篇 |
1984年 | 25篇 |
1983年 | 19篇 |
1982年 | 26篇 |
1981年 | 26篇 |
1980年 | 24篇 |
1979年 | 20篇 |
1978年 | 24篇 |
1976年 | 16篇 |
1974年 | 20篇 |
1971年 | 16篇 |
1967年 | 16篇 |
1966年 | 15篇 |
排序方式: 共有2598条查询结果,搜索用时 0 毫秒
901.
This paper examines the underexplored role adult education activities play as part of Canadian Mining Companies’ corporate social responsibility (CSR) efforts. We argue that adult education as CSR provides companies with a symbolic capital they can draw upon to detract from government oversight, increase profits, and continue operations. Taking place within a structure of increased corporate power and lacking any regulatory framework, CSR is often divorced from the overall ethos of a company. Moreover, the impact of adult educational initiatives on individuals and communities remains largely unknown, highlighting the need for further research. 相似文献
902.
The curriculum change for which these projections were made included eliminating traditional distribution requirements in favor of interdisciplinary programs and increased student electives. The plan allowed study of the staffing needs and anticipated effects upon departmental offerings. The projections provided estimates of the number of students who would take each type of course and indicated that the new curriculum could be staffed by eliminating previously required introductory courses. Updated each year, the plan served as a guide for departmental offerings and for the hiring of new faculty. The projection methods employed would be helpful for schools anticipating curricular changes or as a general guide in planning faculty allocations from year to year.The planning, initial costs, and evaluation of the curriculum were supported in part by grants from the National Endowment for the Humanities, the George Gund Foundation, and the U.S. Office of Education. Reprints and additional information about the curriculum and these projections can be obtained from the Office of Records and Research, Hiram College, Hiram, Ohio 44234. The authors wish to acknowledge the encouragement and assistance of Hiram President Elmer Jagow, former Dean Wendell Johnson, and current Dean Robert MacDowell. The cooperation of the Hiram faculty and students is also gratefully acknowledged. 相似文献
903.
5 studies examined contributions of syllable-ordering and rhythmic properties of syllable strings to 6- and 9-month-old infants' speech segmentation. A pair of methods measuring complementary properties of representational units was used: a noise detection task sensitive to perceived cohesiveness of pairs of syllables, and a discrimination maintenance task sensitive to compactness of representations of syllable pairs. For 9-month-olds, results show that a key pair of syllables was represented as a unit when the grouping of these syllables was supported by correlated regularities of ordering and rhythm in the set of stimulus strings, but not when such grouping was supported by only rhythmic or only syllable-ordering regularity. For 6-month-olds, results show that a key pair of syllables was represented as a unit whenever grouping was supported by rhythmic regularity in the stimulus strings, regardless of whether syllable-ordering regularity was also present. Thus, whereas 9-month-olds appear to be capable of integrating sequential and suprasegmental information in forming wordlike (multisyllabic) phonological percepts, 6-month-olds are not. The emergence of integrative abilities portends increased efficiency in speech processing and may contribute to the formation and use of an initial lexicon. 相似文献
904.
Pigeons chose, in a two-key discrete-trial procedure, between 2- and 4-sec access to grain, with the larger amount always presented 4 sec later than the smaller. As the delay between the choice and the availability of the smaller reinforcement was varied from .01 to 12 sec, all subjects reversed preference from the small-early to the large-late reinforcement. The values of delay at which preference reversed were approximately consistent with the matching law as adapted for delayed reinforcement. 相似文献
905.
Jared A. Danielson Eric M. Mills Pamela J. Vermeer Vanessa A. Preast Karen M. Young Mary M. Christopher Jeanne W. George R. Darren Wood Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning
diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete
case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly
higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding
to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement
of completeness appear to aid learning most. 相似文献
906.
George Hatsidimitris Slava Kalyuga 《Educational technology research and development : ETR & D》2013,61(1):91-105
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful self-management of transient information. The effectiveness of a timeline scrollbar that allowed self-pacing and self-sequencing of animations was compared with computer-controlled animations. Experiment 1 demonstrated that a timeline scrollbar (with instructional advice on its strategic use) enhanced the retention of stroke sequences in writing Chinese characters. In Experiment 2, a timeline scrollbar was used in an integrated set of narrated animations dealing with complex scientific information. Retention and comprehension post-tests indicated that although a scrollbar accompanied by instructional advice in its use assisted novice learners, no such effect was found with participants who possessed higher levels of prior knowledge. The findings have implications for the formulation of criteria for the effective incorporation of learner control into the design of instructional animations. 相似文献
907.
This article discusses the rise of conservation writing as a new field of technical communication, and it offers pedagogical strategies for teaching conservation writing and building curricula. Conservation writing is an umbrella term for a range of writing about ecology, biology, the outdoors, and environmental policies and ethics. It places the natural world at the center of readers' attention, often viewing sustainability as a core value. A course or curriculum in this kind of writing would likely need to help students master a variety of genres, while providing a working knowledge in environmental law, ethics, and politics. 相似文献
908.
George E. Batterson 《College Teaching》2013,61(2):68-71
eTextbooks are both texts and tools. They provide opportunities for textbook companies to expand their services. Some large textbook companies are offering extensive educational technology products and services along with texts. These etexts, integrated into the Learning Management System (LMS), give instructors opportunities to use integrated assessments, data collection tools with in-depth usage statistics, and social networking features that allow instructors and students to interact within the publisher's material. News stories often discuss problems with blended and online learning and contentious relationships between faculty and vendors; etexts are part of the discussion. This paper describes findings from narrative interviews with instructors who have used etexts, focusing on affordability, access, privacy, and outsourcing. The goal is to inform instructors and administrators of some pros and cons of etexts. 相似文献
909.
L. De Martin-Silva J. Fonseca R.L. Jones K. Morgan I. Mesquita 《Teaching in Higher Education》2013,18(7):669-683
Despite recent attention, research is yet to adequately focus on sports coaches’ intellectual development as a consequence of their formal learning experiences. Drawing on the work of Perry, the aim of this article was to explore how the intellectual development of undergraduate sports coaching students was affected by the social pedagogical setting exposed to. Twenty-seven students from two different universities were selected through network and convenience sampling, and ‘tracked’ over their three year course(s) of study. Data were gathered through focus groups, video diaries and reflective written logs. Findings revealed that over the course of their study students generally progressed from a dualist to a more relativist view of the world. Such a movement, however, was far from unproblematic and uniform. Rather, it was subject to the vagaries of assessment, course structure, the epistemic range of modules experienced, and in particular the relationships established with staff members. 相似文献
910.
The purpose of this study, which is part of a larger research program, was to investigate teachers’ conceptions about assessment. A mailed questionnaire sent to 5th and 6th grade teachers in Cyprus and Greece produced a rather optimistic picture about the investigated issues. However, some semi‐structured interviews, which followed, showed that teachers in both countries seemed to have a rather vague understanding of relevant key concepts. 相似文献