全文获取类型
收费全文 | 5834篇 |
免费 | 77篇 |
国内免费 | 73篇 |
专业分类
教育 | 3718篇 |
科学研究 | 1040篇 |
各国文化 | 22篇 |
体育 | 279篇 |
综合类 | 176篇 |
文化理论 | 79篇 |
信息传播 | 670篇 |
出版年
2024年 | 1篇 |
2022年 | 40篇 |
2021年 | 89篇 |
2020年 | 66篇 |
2019年 | 34篇 |
2018年 | 86篇 |
2017年 | 138篇 |
2016年 | 195篇 |
2015年 | 201篇 |
2014年 | 200篇 |
2013年 | 201篇 |
2012年 | 342篇 |
2011年 | 399篇 |
2010年 | 304篇 |
2009年 | 206篇 |
2008年 | 263篇 |
2007年 | 275篇 |
2006年 | 262篇 |
2005年 | 895篇 |
2004年 | 590篇 |
2003年 | 398篇 |
2002年 | 238篇 |
2001年 | 165篇 |
2000年 | 82篇 |
1999年 | 78篇 |
1998年 | 44篇 |
1997年 | 30篇 |
1996年 | 39篇 |
1995年 | 28篇 |
1994年 | 17篇 |
1993年 | 21篇 |
1992年 | 14篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 16篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有5984条查询结果,搜索用时 15 毫秒
991.
992.
西方历史城镇保护理论对中国的启示 总被引:2,自引:0,他引:2
谷凯 《衡阳师范学院学报》2005,26(2):4-6
过去二十年以来,中国的快速城市化过程为传统城镇的保护实践和理论研究带来了更为尖锐的挑战。在与传统城镇历史保护相关文献的讨论中,大量的研究主要集中在土地经济学、房地产开发和历史城镇保护之间的相互关系、城市保护政策的演变、文化社会角度的城镇更新问题以及城市设计与城市更新。系统的关于传统城镇历史保护基础理论的研究较为缺乏。西方历史城镇分析方法对发展中国传统保护理论体系,有重要的参照价值。 相似文献
993.
John?ZilvinskisEmail author Anthony?A.?Masseria Gary?R.?Pike 《Research in higher education》2017,58(8):880-903
The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included. 相似文献
994.
Eric?D.?DeemerEmail authorView authors OrcID profile Jessi?L.?Smith 《Learning Environments Research》2018,21(2):245-266
The current research examined the psychometric properties and utility of a measure of college classroom environment in predicting goal-related outcomes rooted in goal contents and achievement goal theories. Exploratory and confirmatory factor analyses in Studies 1 and 2, respectively, yielded support for two distinct and gender-invariant classroom environment constructs—professorial concern and affiliation. Results of multilevel regression analyses in Study 3 indicated that both constructs were positive predictors of intrinsic and self-approach goals. Additionally, professorial concern was a significant positive predictor of extrinsic goal adoption. Contrary to expectation, perceptions of affiliation in the science classroom were unrelated to task-approach goals. These findings illustrate the important role that socially dynamic classroom contexts play in fostering motivation and satisfying basic needs for autonomy, competence, and relatedness. 相似文献
995.
This paper presents an overview of the recent progress of potential theory method in the analysis of mixed boundary value
problems mainly stemming from three-dimensional crack or contact problems of multi-field coupled media. This method was used
to derive a series of exact three dimensional solutions which should be of great theoretical significance because most of
them usually cannot be derived by other methods such as the transform method and the trial-and-error method. Further, many
solutions are obtained in terms of elementary functions that enable us to treat more complicated problems easily. It is pointed
out here that the method is usually only applicable to media characterizing transverse isotropy, from which, however, the
results for the isotropic case can be readily obtained.
Project (No. 10372088) supported by the National Natural Science Foundation of China 相似文献
996.
马克思主义哲学具有很强的思辨性、抽象性。增强马克思主义哲学课教学的针对性和吸引力 ,要采用灵活多样的教学方法 ,把最具时代气息的教学内容和电大学生普遍关注的社会现实问题和学生的思想实际、专业实际结合起来 ,发挥马克思主义哲学思想政治教育功能和教书育人作用 相似文献
997.
998.
This article addresses the application of the Accelerated Schools Project (ASP) model in Hong Kong, as well as specific aspects of implementation in two schools. One lesson from the localized project, the Accelerated Schools for Quality Education (ASPQE), is that change is slow. This suggests that time should be given for both cultural change and building communities of inquiry, especially in cases where the staff may not be initially receptive of school reform models such as the Accelerated Schools Project. A second important lesson is that the commitment of the principal and a core group is critical for change. 相似文献
999.
Soon after the discovery of the expansion of the universe, astronomers hoped to determine the parameters of the universe by
comparing distant galaxies with nearby ones. Observing distant galaxies, however, meant observing them as they were long ago.
A crucial assumption in these studies was that galaxies hardly change, in the time scale of the expansion of the universe.
Beatrice Tinsley was one of the first astronomers to point out that galaxies do change. Here we discuss a simplified model
of galactic evolution, and show that the comparison of its prediction with observations uncovers clues to how galaxies evolve
with time 相似文献
1000.
Gian?Vittorio?CapraraEmail author Claudio?Barbaranelli Laura?Borgogni Laura?Petitta Alfonso?Rubinacci 《European Journal of Psychology of Education - EJPE》2003,18(1):15-31
Self- and collective efficacy beliefs were examined as correlates of attitudes toward school of teachers, school staff, and
parents. 726 teachers, 387 staff members, and 1994 parents from 18 junior high schools in Milan and Rome, Italy, were administered
questionnaires assessing self-efficacy beliefs, perceptions about colleagues’ bahavior, collective efficacy beliefs, affective
commitment and job satisfaction of teachers and school staff and parents satisfaction with school.
Path analyses corroborated a conceptual model in which self- and collective efficacy beliefs represent, respectively, the
distal and proximal determinants of affective commitment and job satisfaction for teachers and staff and of satisfaction with
school for parents. Perceptions that teachers, staff and parents hold about the behavior of their colleagues largely mediated
the links between self- and collective efficacy beliefs. collective efficacy beliefs, in turn, largely mediated the influence
that self-efficacy beliefs and perceptions of school constituencies’ behaviors exert on attitudes toward school of teachers,
staff and parents. 相似文献