全文获取类型
收费全文 | 18684篇 |
免费 | 201篇 |
国内免费 | 138篇 |
专业分类
教育 | 12988篇 |
科学研究 | 2605篇 |
各国文化 | 37篇 |
体育 | 845篇 |
综合类 | 383篇 |
文化理论 | 398篇 |
信息传播 | 1767篇 |
出版年
2024年 | 6篇 |
2023年 | 14篇 |
2022年 | 135篇 |
2021年 | 253篇 |
2020年 | 192篇 |
2019年 | 132篇 |
2018年 | 2262篇 |
2017年 | 2183篇 |
2016年 | 1661篇 |
2015年 | 431篇 |
2014年 | 549篇 |
2013年 | 549篇 |
2012年 | 813篇 |
2011年 | 1367篇 |
2010年 | 1397篇 |
2009年 | 930篇 |
2008年 | 1122篇 |
2007年 | 1660篇 |
2006年 | 519篇 |
2005年 | 763篇 |
2004年 | 654篇 |
2003年 | 544篇 |
2002年 | 304篇 |
2001年 | 170篇 |
2000年 | 93篇 |
1999年 | 87篇 |
1998年 | 56篇 |
1997年 | 42篇 |
1996年 | 26篇 |
1995年 | 24篇 |
1994年 | 17篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 19篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1957年 | 3篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
171.
172.
This paper proves that social media use can contribute in important ways to employability outcomes. Specifically, results from a survey of 196 recent graduate students in China indicate that social media use is positively related to employability skills. Internship effectiveness serve as a mediating mechanism through which social media use affects employability skills. Zhongyong has a moderating effect on the social media use-internship effectiveness relationship. In addition to the direct moderating effect, Zhongyong is found to moderate the indirect relationship between social media use and employability skills. We discuss implications of these results for research and practice. 相似文献
173.
174.
175.
176.
将科研项目引入化工专业实践教学环节的尝试 总被引:2,自引:2,他引:2
在探讨本科生科研训练改革的内容和模式的基础上,构建了课内-课外教学体系,将科研项目引入化工专业实践教学环节中,克服了以往单纯使用教材的传统模式。通过工程实践与课程设计的有机结合,充分发挥学生的主观能动性,并全面的融会贯通所学专业知识,建立深刻的工程观念,培养了学生科研创新理念。 相似文献
177.
178.
本文结合自己的工作实际,畅谈学习“三个代表”重要思想,开展“树组工干部形象”活动的重要意义及落实其要求的五项具体措施。 相似文献
179.
Qiuxian Chen 《Frontiers of Education in China》2017,12(1):75-97
Formative assessment originated and developed in a Western context. With its function of learning improvement being evidenced in research, formative assessment has been adopted in assessment initiatives in multiple contexts including that of China. Research, however, reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West; rather, in many cases, it is decontextualised and recontextualised, or culturally appropriated. This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China. Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes: (1) To clarify understandings of formative assessment in the area of college English education; (2) To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements (CECR), and the gap between formative assessment initiatives at the national level and local contexts; and (3) To distill implications for policy-borrowing and effective implementation in the Chinese context. 相似文献
180.
The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills. 相似文献