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971.
John O. Anderson Dan G. Bachor 《Assessment in Education: Principles, Policy & Practice》1998,5(3):353-379
Portfolios can serve as a means of collecting information that can be seen as evidence for evaluating the achievement of students in classrooms. The use of portfolios has a long history although their general use in classroom assessment is a recent phenomenon. Portfolios are not widely used in large‐scale assessments; they are a classroom‐based phenomenon in Canadian schools. In this paper, we explore three themes related to portfolio use in the Canadian context. First, we consider examples of policies and procedures as recommended by Ministries of Education to illustrate the range of statements provided. Next, we review surveys of portfolio use and acceptance by teachers and, to a lesser degree, administrators. Finally, we describe and discuss three studies that have begun to investigate the use and interpretation of portfolios. 相似文献
972.
Target Setting in Special Schools 总被引:1,自引:0,他引:1
Jim Muncey, Chief Adviser, City of Coventry Education Service, and John McGinty, Headteacher, Wainbody Wood School, examine a model which ensures that target setting in special schools reflects both national demands and the particular nature of special provision. 相似文献
973.
974.
We apply the comparative techniques originated by Wolpin, K.I. (1977, Education and screening, American Economic Review, 67, 949–958) and Psacharopoulos (1979, On the weak versus the strong version of the screening hypothesis, Economics Letters, 4, 181–185) to discriminate between the ‘weak' and ‘strong' screening hypotheses. Controlling for sample selection, we find evidence for weak but not strong screening in the Italian labour market. [JEL J3, J24, J41] 相似文献
975.
Driven by claims of efficacy, flexibility and resource effectiveness, higher education is increasingly utilising the Web as an instructional tool. The claims for pedagogical effectiveness are often just that – claims — and appear not to have been proven in the reality of subject presentation and evaluation. Thus, it is necessary to examine assumptions regarding the benefits of Web‐based instruction in terms of effectiveness. This article discusses aspects of an investigation which examined and compared the effectiveness of HIV/AIDS related collaborative tutorial activities carried out in both a Web‐based learning environment and a face‐to‐face class situation within an undergraduate health education subject. Effectiveness of the pedagogical strategy and the different learning environments were measured in terms of observed learning outcomes and reported perceptions of the learners regarding their learning experience. Preliminary results based on measured learning outcomes related to the subject matter, HIV/AIDS, demonstrated that collaborative learning activities were significantly more effective in the Web‐based than in the class environment. Additionally, the vast majority of learners perceived the Web‐based environment to be as effective or more effective than the face‐to‐face, class environment in terms of facilitating their understanding of the issues explored in the subject. 相似文献
976.
977.
978.
The case for a greater role for the history and philosophy of science in science education is reviewed. It is argued that such a role can only be realised if it is based on both a credible analytical approach to the history and philosophy of science and if the evolution of a sufficient number of major themes in science is known in suitable detail. Adopting Lakatos' Theory of Scientific Research Programmes as the analytical approach, it is proposed that the development, use, and replacement, of specific models forms the core of such programmes.Chemical kinetics was selected as an exemplar major topic in chemistry. Eight models which have played a central role in the evolution of the study of chemical kinetics were identified by an analysis of the literature. The implications that these models have for the teaching and learning of chemistry today are discussed. 相似文献
979.
Science &; Education - 相似文献
980.
John K. Rempel Lynn A. Rempel Dinh T.P. Hoa Le T. Vui Tran K. Long 《Child development》2020,91(2):e345-e364
A multifaceted, relationally focused intervention involving group and individual pre- and postnatal counseling, print resources, and community resources encouraged 390 fathers of newborn infants in Vietnam to responsively support mothers and work with them as a parenting team. Both partners completed questionnaires prebirth and 1-, 4-, and 9-months postbirth on measures of breastfeeding support, exclusive breastfeeding duration, relationship quality, and infant development. Compared to 412 comparison group couples, intervention couples evidenced greater father support, especially in terms of helping and responsiveness to the mother's needs. This support predicted longer exclusive breastfeeding duration, improved relationship quality, and higher levels of infant development at 9 months. Sensitively working together with mothers as a coordinated team enhanced couple's relationship functioning and improved children's developmental outcomes. 相似文献