全文获取类型
收费全文 | 121672篇 |
免费 | 1850篇 |
国内免费 | 234篇 |
专业分类
教育 | 84777篇 |
科学研究 | 13365篇 |
各国文化 | 1977篇 |
体育 | 9275篇 |
综合类 | 171篇 |
文化理论 | 1053篇 |
信息传播 | 13138篇 |
出版年
2021年 | 928篇 |
2020年 | 1654篇 |
2019年 | 2543篇 |
2018年 | 3023篇 |
2017年 | 3302篇 |
2016年 | 3359篇 |
2015年 | 2300篇 |
2014年 | 3171篇 |
2013年 | 27288篇 |
2012年 | 2331篇 |
2011年 | 2661篇 |
2010年 | 2299篇 |
2009年 | 2599篇 |
2008年 | 2339篇 |
2007年 | 2060篇 |
2006年 | 2314篇 |
2005年 | 2298篇 |
2004年 | 2981篇 |
2003年 | 2314篇 |
2002年 | 2127篇 |
2001年 | 1999篇 |
2000年 | 1677篇 |
1999年 | 1527篇 |
1998年 | 1452篇 |
1997年 | 1517篇 |
1996年 | 1696篇 |
1995年 | 1475篇 |
1994年 | 1460篇 |
1993年 | 1469篇 |
1992年 | 1484篇 |
1991年 | 1392篇 |
1990年 | 1388篇 |
1989年 | 1311篇 |
1988年 | 1170篇 |
1987年 | 1108篇 |
1986年 | 1128篇 |
1985年 | 1398篇 |
1984年 | 1278篇 |
1983年 | 1274篇 |
1982年 | 1248篇 |
1981年 | 1168篇 |
1980年 | 1160篇 |
1979年 | 1220篇 |
1978年 | 1201篇 |
1977年 | 1110篇 |
1976年 | 1007篇 |
1975年 | 798篇 |
1974年 | 801篇 |
1973年 | 767篇 |
1971年 | 625篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
981.
Kenneth D. Smith John Paul Eddy Thomas C. Richards Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13
Abstract An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it. 相似文献
982.
983.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
984.
N. J. Selley 《International Journal of Science Education》2013,35(6):713-723
This paper reports a small‐scale longitudinal enquiry into the development of children's ideas on light and vision. It followed the same class from Year 4 (age 9) through to Year 6 (age 11), but the greater part of the information came from Year 5. The data were derived from the children's drawings and written responses, and from small group interviews. Care was taken to ensure that the ideas elicited were the true beliefs of the children. No formal instruction in the subject had been given, nor was any attempted. In the analysis, the children's views have been classified according to a hierarchical set of models, which reflect the strong adherence to an active vision interpretation held by the majority. The extent of progression towards the more scientific view is reported. In the introduction and discussion comparison is made between contemporary non‐scientific conceptions of vision, and the speculations of pre‐scientific philosophers. A final section presents some implications of these findings for teaching the topic. 相似文献
985.
Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023
This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice. 相似文献
986.
Sue Dale Tunnicliffe A. M. Lucas Jonathan Osborne 《International Journal of Science Education》2013,35(9):1039-1056
Recent studies in exhibitions have begun to consider the cognitive content of the ‘dialogue’ between visitor and exhibit designer. Such studies have focused on the leisure visitor and not on organised school visits. The study reported here compares the conversational content of primary school and family visitors at the London Zoo and the Natural History Museum, London. The data show that there are common features to the children's interactions with animal exhibits and that the content of the conversations varies little between family groups and school groups both within an institution and between institutions. The lack of any marked distinction between school and family visitors strongly suggests that schools are failing to make effective use of the educational potential of zoos. Secondly, the findings of this study are important in pointing to the features of animal exhibits to which children, and their accompanying adults, attend. The data suggest that there is a gulf between the level of knowledge and understanding visitors bring to the exhibits and the message that the museums and zoos may wish to communicate. It is suggested that more successful education will only be achieved when museums and zoos give more credence to understanding what the visitor already does, or does not, know. 相似文献
987.
988.
989.
990.