全文获取类型
收费全文 | 2387篇 |
免费 | 47篇 |
国内免费 | 1篇 |
专业分类
教育 | 1930篇 |
科学研究 | 61篇 |
各国文化 | 34篇 |
体育 | 77篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 323篇 |
出版年
2023年 | 14篇 |
2022年 | 22篇 |
2021年 | 41篇 |
2020年 | 69篇 |
2019年 | 85篇 |
2018年 | 123篇 |
2017年 | 127篇 |
2016年 | 115篇 |
2015年 | 70篇 |
2014年 | 101篇 |
2013年 | 554篇 |
2012年 | 76篇 |
2011年 | 61篇 |
2010年 | 62篇 |
2009年 | 67篇 |
2008年 | 72篇 |
2007年 | 60篇 |
2006年 | 73篇 |
2005年 | 61篇 |
2004年 | 67篇 |
2003年 | 28篇 |
2002年 | 39篇 |
2001年 | 27篇 |
2000年 | 18篇 |
1999年 | 32篇 |
1998年 | 25篇 |
1997年 | 25篇 |
1996年 | 39篇 |
1995年 | 21篇 |
1994年 | 27篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 16篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 13篇 |
1986年 | 10篇 |
1985年 | 15篇 |
1984年 | 11篇 |
1983年 | 7篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1979年 | 14篇 |
1978年 | 5篇 |
1977年 | 12篇 |
1976年 | 6篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 5篇 |
排序方式: 共有2435条查询结果,搜索用时 15 毫秒
111.
Elizabeth Surles 《Journal Of Archival Organization》2015,12(3-4):230-241
The Institute of Jazz Studies (IJS) started the Jazz Archives Fellows program in 2012 with two purposes in mind. First, the program focuses on improving diversity in the archives profession. Second, it provides a meaningful professional development opportunity for archivists in the early stages of their careers and for students in graduate programs who intend to become archivists. In addition, the IJS benefits directly from the fellows' work to process a collection and create a digital project. This article presents a case study of the Fellowship with a focus on program design, values, and lessons learned and includes recommendations for establishing similar programs. 相似文献
112.
113.
114.
Elizabeth H. McEneaney 《课程研究杂志》2015,47(6):802-819
This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted. 相似文献
115.
Elizabeth Warren 《International Journal of Early Years Education》2015,23(2):192-208
In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age. 相似文献
116.
117.
118.
119.
Jenny Olin Shanahan Elizabeth Ackley-Holbrook Eric Hall Kearsley Stewart Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献
120.
How do teaching artists perceive the need and usefulness of a credential program specifically designed for teaching artists in dance and theatre arts? 相似文献