全文获取类型
收费全文 | 10055篇 |
免费 | 123篇 |
国内免费 | 18篇 |
专业分类
教育 | 6904篇 |
科学研究 | 1054篇 |
各国文化 | 101篇 |
体育 | 1038篇 |
综合类 | 6篇 |
文化理论 | 98篇 |
信息传播 | 995篇 |
出版年
2021年 | 81篇 |
2020年 | 131篇 |
2019年 | 194篇 |
2018年 | 271篇 |
2017年 | 277篇 |
2016年 | 244篇 |
2015年 | 173篇 |
2014年 | 242篇 |
2013年 | 1885篇 |
2012年 | 220篇 |
2011年 | 214篇 |
2010年 | 184篇 |
2009年 | 170篇 |
2008年 | 192篇 |
2007年 | 217篇 |
2006年 | 183篇 |
2005年 | 175篇 |
2004年 | 163篇 |
2003年 | 181篇 |
2002年 | 161篇 |
2001年 | 175篇 |
2000年 | 164篇 |
1999年 | 167篇 |
1998年 | 79篇 |
1997年 | 83篇 |
1996年 | 119篇 |
1995年 | 85篇 |
1994年 | 105篇 |
1993年 | 97篇 |
1992年 | 164篇 |
1991年 | 163篇 |
1990年 | 145篇 |
1989年 | 141篇 |
1988年 | 120篇 |
1987年 | 120篇 |
1986年 | 144篇 |
1985年 | 141篇 |
1984年 | 112篇 |
1983年 | 133篇 |
1982年 | 116篇 |
1981年 | 109篇 |
1980年 | 98篇 |
1979年 | 170篇 |
1978年 | 112篇 |
1977年 | 111篇 |
1976年 | 108篇 |
1975年 | 80篇 |
1974年 | 90篇 |
1972年 | 70篇 |
1971年 | 70篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
81.
The purpose of this investigation is to examine some solutions to the problems involved in the learning and teaching of biological inheritance and the evolution of living beings at the secondary school level. For this, we implemented a teaching programme which takes into account a constructivist approach to learning and analysed the progress in students' knowledge at different times (pre-test, post-test and retention test). Qualitative and quantitative analysis of the results show that the programme instilled a knowledge close to what might be considered adequate for this educational level. As a follow up, we propose certain disciplinary criteria for selecting and sequencing the content to be taught and discuss the educational circumstances which favour the construction of student knowledge on these topics. 相似文献
82.
Ann G. Elgar 《International Journal of Science Education》2013,35(7):875-894
This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998–2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei. 相似文献
83.
84.
A. N. Gurov Yu. G. Goncharova G. B. Bubyakin 《Scientific and Technical Information Processing》2016,43(2):88-94
The concept of “open access” to scientific and teaching information has become one of the specific forms of the worldwide trend towards the formation of global interactive knowledge. This paper presents the basic information on open access (OA) to scientific and teaching information, its current status, financing options, problems and prospects of development, and the participation of Russia in this process. 相似文献
85.
V. I. Dorofeeva A. G. Motin D. N. Nikol’skii Yu. S. Fedyaev 《Scientific and Technical Information Processing》2016,43(3):166-173
The main aspects of the creation of a monitoring system for the research activities of the members of a higher-education institution are considered. The scientific activities of the lecturers and members of Turgenev Orel State University is used as the basis. It is expected that this system will be an efficient tool for optimal managerial decisions at all levels. 相似文献
86.
Arlene G. Taylor 《Cataloging & classification quarterly》2016,54(8):521-536
In this interview, conducted via email during August 2016, Dr. Arlene G. Taylor discusses her career as a cataloger, professor of cataloging and classification, and her work in professional associations. Topics include her early cataloging and teaching experiences, changes in both cataloging practice and the teaching of cataloging, subject analysis, and “aboutness” as compared with form/genre access, professional experiences outside the United States, and the future of MLIS programs. 相似文献
87.
Janet A. Buckenmeyer Casimir Barczyk Emily Hixon Heather Zamojski Annette Tomory 《Journal of Further & Higher Education》2016,40(3):412-431
Patterns of technology ownership and usage, as well as skills with and preferences for various technologies, affect the college experience (Educause 2012). Students at a commuter campus of a large Midwestern public university were surveyed about technology and the learning process: 94% of the respondents believed that technology had the potential to benefit learning and 85% thought it was central to their academic success. Students credited technology-enhanced courses with increased and more effective communication with instructors, the ability to better manage course activities and expanded opportunities for practice and reinforcement. Students’ prior experiences with a course management system affected their perceptions of the role of technology and their subsequent beliefs about the benefits of its use in their university courses. Implications for administrators who make decisions about faculty development, student retention and funding for technology-enhanced course offerings are discussed. 相似文献
88.
Janet Groen Tara Hyland-Russell 《International journal of qualitative studies in education》2016,29(6):814-826
This paper offers the experiences and insights of two faculty members, located in two separate disciplines, as they engaged in collaborative research. While knowledge created by stepping out and reaching across disciplines reflects the reality of an increasingly complex world, their experiences highlight both the benefits of a supportive collaborative partnership as well as the risks and discomfort experienced without tangible discipline support, when researchers stray too far from their home discipline. While transparency and attention to process is critical to all researchers engaged in collaborative partnership, its necessity is heightened when venturing beyond the territory of familiar disciplines. 相似文献
89.
Alexandra Avloniti Ioannis G. Fatouros Maria Protopapa Ioannis Athanailidis Christina Avloniti 《European Journal of Sport Science》2016,16(4):402-408
Although static stretching (SS) is utilized during warm-up before training and competition, the results about its effects on performance remain controversial. We examined whether performing a stretch of short-to-moderate duration (<60 sec) in a single repetition produces a similar or different effect on speed and agility performance from the effect which is produced while performing the same stretch in multiple repetitions of the same total duration. According to a repeated measurement design, 40 trained males were randomly assigned to either (1) a single repetition group or (2) a multiple repetition group. The participants in each group performed five trials: a control trial (no stretches were performed) and four experimental trials of SS protocols consisting of five exercises performed at either 20 sec (2 × 10 in the second group), 30 sec (3 × 10 in the second group), 40 sec (4 × 10 in the second group) or 60 sec (6 × 10 in the second group) of total duration. A two-way repeated measures analysis of variance showed that the participants in both group improved their speed performance in response to the 20-sec trial, whereas agility remained unaffected. Data analysis also revealed that the repetition number did not affect speed and agility performance. These data suggest that SS of short duration (<30 sec) may actually improve acute speed performance, whereas SS of moderate duration may not hamper speed and agility performance. Moreover, the effects of SS protocols are related to the total duration of each exercise and not to the number of repetitions in which each exercise is performed. 相似文献
90.
We examined the effectiveness of perceptual training on the performance of handball goalkeepers when anticipating the direction of both direct and deceptive 7-m throws. Skilled goalkeepers were assigned equally to three matched-ability groups based on their pre-test performance: a perceptual training group (n = 14) received video-based perceptual training, a placebo training group (n = 14) received video-based regular training and a control group received no training. Participants in the perceptual training group significantly improved their performance compared to both placebo and control groups; however, anticipation of deceptive throws improved less than for direct throws. The results confirm that although anticipating deception in handball is a challenging task for goalkeepers, task-specific perceptual training can minimise its effect and improve performance. 相似文献