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71.
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Jiawei Huang Mahda M. Bagher Heather Dohn Ross Nathan Piekielek Jan Oliver Wallgrün Jiayan Zhao 《Journal of Map & Geography Libraries》2018,14(1):40-63
Libraries have been the key to preserving culture and historic legacy for centuries. One such treasure cataloged in The Pennsylvania State University (Penn State) Libraries is a collection of over 33,000 Sanborn? Fire Insurance Maps. Originally kept safe in metal drawers, the library has embarked on a journey to digitize this abundance of information, combine it with other media such as photographs, and make it accessible through a web interface. Inspired by these efforts, we accessed this information and took it to the next level. Using state of the art 3D modeling and immersive technologies, we created a historic 3D model and immersive experiences of Penn State, exemplarily for the 1922 campus. The resulting experiences can be accessed through the web but also through head mounted displays (HMDs) and mobile phones in combination with VR viewers such as the Google Cardboard. Additionally, they can be used anywhere in the world or on the campus itself as a way to enable remote and in situ experiences and learning. Immersive experiences let us connect to the past, the present and the future, and as such offer value to digital cultural heritage efforts. 相似文献
73.
Mariola C. Gremmen Christian Berger Allison M. Ryan Christian E.G. Steglich René Veenstra Jan K. Dijkstra 《Child development》2019,90(2):e192-e211
This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis. 相似文献
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Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
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Jan Masschelein 《Journal of Philosophy of Education》2004,38(3):351-367
This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self‐reflective and independent, to determine dependence from the present power relations and existing social order. Actual social and educational reality and relations are approached as a limitation, threat, alienation, re/oppression or negation of ultimate human principles or potential. The task of critical educational theory becomes one of enabling an autonomous, critical, self‐reflective life. While ‘critique’ and ‘autonomy’ have meanwhile become commonplace, and ‘critique’ and ‘autonomy’ are reclaimed and required from everybody, we should also consider the question of the relation between an institutional or ideological framework as that which claims to question this frame and to constitute its opposite. The trivialisation of critique is taken as occasion to recall Michel Foucault's analysis of power relations and especially his thesis according to which the ‘government of individualisation’ is the actual figure of power. Starting from the framework offered by Foucault, it can be made clear that the autonomous, critical, self‐reflective life does not represent an ultimate principle but refers to a very specific form of subjectification operating as a transmission belt for power. The autonomous, critical, self‐reflective person appears as an historical model of self‐conduct whereby power operates precisely through the intensification of reflectiveness and critique rather than through their repression, alienation or negation. This brings us back then to the question of how to conceive of the task of a critical educational theory at a time in which critique, autonomy and self‐determination have become an essential modus operandi of the existing order. 相似文献
78.
In many engineering curricula a period of practical training in industry is either compulsory or advised. Often the educational goals of such a period are defined as 'learning to put knowledge and skills into practice'. The assessment is usually based on a technical report of the activities during the period. In this paper, how the definition of educational objectives led to the introduction of practical training is discussed. These objectives are acquiring insight in the engineering profession, learning to 'survive' in a different culture and learning to apply as well as broadening technical knowledge and skills. Furthermore, an assessment procedure is introduced which allows for testing whether the students have met the objectives. 相似文献
79.
To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases. 相似文献
80.
AbstractThis issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed. 相似文献