全文获取类型
收费全文 | 2975篇 |
免费 | 46篇 |
国内免费 | 1篇 |
专业分类
教育 | 2241篇 |
科学研究 | 158篇 |
各国文化 | 39篇 |
体育 | 227篇 |
文化理论 | 36篇 |
信息传播 | 321篇 |
出版年
2022年 | 22篇 |
2021年 | 26篇 |
2020年 | 45篇 |
2019年 | 81篇 |
2018年 | 85篇 |
2017年 | 103篇 |
2016年 | 87篇 |
2015年 | 59篇 |
2014年 | 86篇 |
2013年 | 722篇 |
2012年 | 68篇 |
2011年 | 65篇 |
2010年 | 57篇 |
2009年 | 55篇 |
2008年 | 74篇 |
2007年 | 67篇 |
2006年 | 59篇 |
2005年 | 58篇 |
2004年 | 42篇 |
2003年 | 60篇 |
2002年 | 52篇 |
2001年 | 45篇 |
2000年 | 61篇 |
1999年 | 47篇 |
1998年 | 32篇 |
1997年 | 26篇 |
1996年 | 33篇 |
1995年 | 37篇 |
1994年 | 31篇 |
1993年 | 39篇 |
1992年 | 39篇 |
1991年 | 41篇 |
1990年 | 32篇 |
1989年 | 26篇 |
1988年 | 25篇 |
1987年 | 28篇 |
1986年 | 22篇 |
1985年 | 37篇 |
1984年 | 24篇 |
1983年 | 23篇 |
1982年 | 24篇 |
1981年 | 38篇 |
1980年 | 22篇 |
1979年 | 30篇 |
1978年 | 28篇 |
1977年 | 21篇 |
1976年 | 24篇 |
1975年 | 19篇 |
1974年 | 15篇 |
1973年 | 18篇 |
排序方式: 共有3022条查询结果,搜索用时 31 毫秒
31.
Kenneth D. Smith John Paul Eddy Thomas C. Richards Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13
Abstract An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it. 相似文献
32.
Carney C. Smith 《Quarterly Journal of Speech》2013,99(3):426-431
33.
34.
Jordan J. Smith Philip J. Morgan Ronald C. Plotnikoff David F. Stodden David R. Lubans 《Journal of sports sciences》2016,34(8):772-779
The purpose of this study was to examine the mediating effect of resistance training skill competency on percentage of body fat, muscular fitness and physical activity among a sample of adolescent boys participating in a school-based obesity prevention intervention. Participants were 361 adolescent boys taking part in the Active Teen Leaders Avoiding Screen-time (ATLAS) cluster randomised controlled trial: a school-based program targeting the health behaviours of economically disadvantaged adolescent males considered “at-risk” of obesity. Body fat percentage (bioelectrical impedance), muscular fitness (hand grip dynamometry and push-ups), physical activity (accelerometry) and resistance training skill competency were assessed at baseline and post-intervention (i.e., 8 months). Three separate multi-level mediation models were analysed to investigate the potential mediating effects of resistance training skill competency on each of the study outcomes using a product-of-coefficients test. Analyses followed the intention-to-treat principle. The intervention had a significant impact on the resistance training skill competency of the boys, and improvements in skill competency significantly mediated the effect of the intervention on percentage of body fat and the combined muscular fitness score. No significant mediated effects were found for physical activity. Improving resistance training skill competency may be an effective strategy for achieving improvements in body composition and muscular fitness in adolescent boys. 相似文献
35.
36.
37.
ABSTRACTBlended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’. 相似文献
38.
Gerald R. Elsworth 《Higher Education》1994,27(2):163-190
Scholarly productivity and the research reputation of academic staff frequently dominate as criteria in the review of higher education courses, disciplines and institutions, a bias which represents a profound hazard for plausible evaluation. Three distinct outcome constructs were identified from analyses of performance indicator data gathered on the accounting discipline in Australia. They were the scholarly productivity of the academic staff involved, the quality of teaching and learning as perceived by students and graduates, and the academic efficiency, in terms of subject completion rates, with which the courses were conducted. Each outcome was shown to be related in a different manner to various characteristics of the courses investigated. The results challenge the orthodox view that scholarly productivity will lead naturally to other desired outcomes of higher education, question the usual surface level interpretation of performance indicators, and suggest that evaluation in higher education might combine connoisseur and performance indicator approaches within the framework of a realist epistemology, placing emphasis on the structures and mechanisms which generate the diverse and distinct outcomes of different courses. 相似文献
39.
Sandra Smith 《Annals of dyslexia》1992,42(1):141-158
Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging
in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests
of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable
mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders
were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood,
a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling
deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling. 相似文献
40.
Carol A. Smith Rodney Parks Jesse Parrish Ryan Swirski 《Journal of Adventure Education & Outdoor Learning》2018,18(1):1-14
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献