全文获取类型
收费全文 | 16304篇 |
免费 | 239篇 |
国内免费 | 119篇 |
专业分类
教育 | 11271篇 |
科学研究 | 2083篇 |
各国文化 | 117篇 |
体育 | 1405篇 |
综合类 | 11篇 |
文化理论 | 122篇 |
信息传播 | 1653篇 |
出版年
2021年 | 123篇 |
2020年 | 230篇 |
2019年 | 349篇 |
2018年 | 460篇 |
2017年 | 417篇 |
2016年 | 426篇 |
2015年 | 265篇 |
2014年 | 339篇 |
2013年 | 2789篇 |
2012年 | 320篇 |
2011年 | 352篇 |
2010年 | 262篇 |
2009年 | 256篇 |
2008年 | 276篇 |
2007年 | 314篇 |
2006年 | 285篇 |
2005年 | 287篇 |
2004年 | 279篇 |
2003年 | 260篇 |
2002年 | 251篇 |
2001年 | 264篇 |
2000年 | 285篇 |
1999年 | 306篇 |
1998年 | 153篇 |
1997年 | 164篇 |
1996年 | 197篇 |
1995年 | 181篇 |
1994年 | 143篇 |
1993年 | 156篇 |
1992年 | 224篇 |
1991年 | 235篇 |
1990年 | 237篇 |
1989年 | 265篇 |
1988年 | 214篇 |
1987年 | 232篇 |
1986年 | 224篇 |
1985年 | 260篇 |
1984年 | 228篇 |
1983年 | 221篇 |
1982年 | 181篇 |
1981年 | 171篇 |
1980年 | 163篇 |
1979年 | 250篇 |
1978年 | 195篇 |
1977年 | 183篇 |
1976年 | 150篇 |
1975年 | 133篇 |
1974年 | 153篇 |
1973年 | 135篇 |
1971年 | 123篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
AbstractThe term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments. 相似文献
992.
993.
994.
995.
Adria R. Hoffman 《Equity & Excellence in Education》2015,48(4):606-620
The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices. 相似文献
996.
997.
Julie L. Booth Laura A. Cooper Alexandra Huyghe Kenneth R. Koedinger E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100
Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion. 相似文献
998.
999.
1000.
This paper reports research that engaged in the evaluation of an intervention programme designed to enhance the employability of a group of unemployed graduates. The evaluation adopted a quasi-experimental intervention research method employing a general self-efficacy scale, which had been validated in prior research. Results revealed that participants displayed higher levels of GSE after engagement in the programme. Results also revealed the effect of ‘behavioural plasticity’ on the intervention experiences of unemployed graduate participants. The findings of this study are discussed in relation to programme design, recruitment and evaluation. 相似文献