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971.
Helen Fisher 《Gender and education》2017,29(7):907-925
This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond. 相似文献
972.
In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text. 相似文献
973.
Werner Helsper Heinz-Hermann Krüger Lena Dreier Catharina I. Keßler Stephanie Kreuz Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725
During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany. 相似文献
974.
Shengli Zhan 《Frontiers of Education in China》2013,8(2):323-326
This is a book on policy study in the Chinese mainland by an insider with an outsider perspective.With contemporary policies on minban schooling in Shanghai as a case study,Ding illustrates and analyzes a case of policy metamorphosis in the contemporary Chinese mainland.The book is based on a well-designed qualitative study with 65 in-depth interviews in 2001 and 2004.Ding tries to figure out the logic of policy implementation in Shanghai as an \"insider\" while having a clear awareness of the dilemma of studying a policy issue in her own culture.She makes the best use of her identity as an insider,not only as a Chinese but as someone who knows some \"inside\" stories concerning the issue interviewed.As Ding pointed out,\"I had obtained some firsthand information about minban education in Shanghai,so that when I sensed that the informants were talking superficially,I let them know that I had heard some inside stories (which usually had very different versions).In this way,sensitive data emerged.\" (Ding,2011,p.145).This is true,since the views expressed in most interview data Ding collected cannot be found in public or official documents,and are also rarely found in the academic literature. 相似文献
975.
Yu Zhang Zhen Wang Ting Jin Kai-qiang Li Ke Hao Wei Zhang Bao-ying Fei 《Journal of Zhejiang University. Science. B》2017,18(8):707-716
Minimally invasive endoscopic resection has been rapidly adopted as a new technique for treating patients with gastric submucosal tumors (SMTs) originating in the muscularis propria (MP) layer. This study was conducted to evaluate the information obtained from endoscopic ultrasonography (EUS) to determine the appropriate endoscopic dissection method for treating SMTs originating in the MP layer. Between February 2014 and May 2016, a total of 50 patients with gastric SMTs originating in the MP layer were enrolled in this study. The clinical features of the patients and their endoscopic, EUS, and histopathologic findings, as well as their postoperative follow-up data, were analyzed in this retrospective study. The mean age of the patients was (55.0±10.2) years, and the male/female ratio was 17:33. Endoscopic submucosal dissection (ESD) was performed on 43 patients and an endoscopic full-thickness resection (EFR) was performed on seven patients. The most frequent location for an SMT was in the upper body region of the stomach (n=16), and the most common pathological diagnosis was a gastrointestinal stromal tumor (GIST) (n=32). The overall rates for complete resection were 95.3% (41/43) and 100.0% (7/7) when the SMTs were treated by ESD and EFR, respectively. The presence of a complete tumor capsule was significantly associated with a complete resection (P=0.001). Of the cases treated by ESD, nine patients developed perforation, one of whom required laparoscopic surgery. The remaining patients were closed with clips or purse-string sutures. The presence of an MP2-type tumor (P=0.018) and a wide connection with the MP layer (P=0.044) were significantly associated with perforation. A preoperative evaluation of the integrity and the location of a tumor capsule and the length of the tumor connection with the MP layer by EUS can improve the complete resection rate and reduce the occurrence of intraoperative complications. Tumors with a complete capsule originating from the superficial MP layer or with a narrow connection with the MP layer are appropriate candidates for treatment by ESD. 相似文献
976.
Kristin Altmeyer Sebastian Kapp Michael Thees Sarah Malone Jochen Kuhn Roland Brünken 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):611-628
Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work. 相似文献
977.
This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching contexts, yet came to reconcile these differences in different ways. Whereas one prospective teacher was able to oppose the obligations set forth in the student teaching context, the other complied with obligations in both the teacher education and student teaching contexts. Implications for teacher education include differentiated experiences and placements, methods design, and explicit foci on students’ mathematical thinking. 相似文献
978.
Aisling Leavy Mairead Hourigan Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526
This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale. 相似文献
979.
The transition to work through apprenticeship is one taken by many young people. A sense of belonging to a workplace is posited to be an important precursor for initial and on-going engagement with practice communities. This article details a study of beginning apprentices in ten trades. The project sought to identify factors influencing apprentices’ decisions to enter and commit to apprenticeship. Through comparisons of the experiences of continuing and disengaged first-year apprentices, processes of belonging to a workplace were found to be important contributors to apprenticeship continuation. Factors contributing to apprentices’ perceptions of belongingness are identified, examined and discussed. 相似文献
980.
Jeroen Lavrijsen Ides Nicaise 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):257-280
An important issue in the design of secondary-level education is the balance between conveying general and occupation-specific (vocational) skills. On the one hand, vocationally oriented programmes, providing occupation-specific skills with immediate labour market relevance, have repeatedly been shown to secure safe pathways into employment. On the other hand, these programmes tend to put less emphasis on developing general knowledge, skills and competencies, including numeracy and literacy, which are foundational to lifelong learning. Hence, when the needs of the labour market change, employees who opted for a vocational track when they were at secondary school risk being less flexible in adapting to such changes later in their career. The authors of this article examine whether this results in a trade-off between short-term gains and long-term losses by considering differences in the labour market careers of vocationally and generally educated respondents in the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). Their results suggest that early labour market benefits of vocational specialisation decrease over time; the authors relate this to its lower ability to equip secondary school students – future employees – with skills for lifelong learning. 相似文献