全文获取类型
收费全文 | 9030篇 |
免费 | 68篇 |
国内免费 | 7篇 |
专业分类
教育 | 6640篇 |
科学研究 | 734篇 |
各国文化 | 148篇 |
体育 | 561篇 |
综合类 | 5篇 |
文化理论 | 106篇 |
信息传播 | 911篇 |
出版年
2021年 | 61篇 |
2020年 | 93篇 |
2019年 | 165篇 |
2018年 | 217篇 |
2017年 | 243篇 |
2016年 | 230篇 |
2015年 | 173篇 |
2014年 | 221篇 |
2013年 | 2138篇 |
2012年 | 176篇 |
2011年 | 198篇 |
2010年 | 187篇 |
2009年 | 160篇 |
2008年 | 203篇 |
2007年 | 211篇 |
2006年 | 195篇 |
2005年 | 192篇 |
2004年 | 181篇 |
2003年 | 159篇 |
2002年 | 151篇 |
2001年 | 131篇 |
2000年 | 127篇 |
1999年 | 138篇 |
1998年 | 114篇 |
1997年 | 117篇 |
1996年 | 119篇 |
1995年 | 148篇 |
1994年 | 122篇 |
1993年 | 107篇 |
1992年 | 115篇 |
1991年 | 106篇 |
1990年 | 103篇 |
1989年 | 108篇 |
1988年 | 100篇 |
1987年 | 97篇 |
1986年 | 88篇 |
1985年 | 103篇 |
1984年 | 106篇 |
1983年 | 103篇 |
1982年 | 110篇 |
1981年 | 83篇 |
1980年 | 62篇 |
1979年 | 77篇 |
1978年 | 80篇 |
1977年 | 87篇 |
1976年 | 67篇 |
1975年 | 56篇 |
1974年 | 60篇 |
1973年 | 61篇 |
1971年 | 45篇 |
排序方式: 共有9105条查询结果,搜索用时 15 毫秒
991.
Dr. Paul D. Isaac Dr. Gary D. Malaney John E. Karras 《Research in higher education》1992,33(5):595-606
Many factors affect an undergraduate student's postbaccalaureate plans. Academic interests, career-related factors, finances, and various psychological and sociological factors all have been found to be related to interest in advanced education. Few studies, however, are gender-specific in examining the relation of parental educational attainment to their children's aspirations. Such data would be helpful in the attempts to understand the continued underrepresentation of women in most fields requiring advanced degrees. All seniors at a large Midwestern university with at least a 3.0 cumulative grade point average planning to graduate in spring or summer of 1986 were sent questionnaires dealing with their postgraduation plans. Of these 1900 surveys, 791 (42%) were returned. Results reported here examine the relation of future educational plans to gender of student, educational level of parent, and field of study. A modeling effect not noted in previous literature is discussed. 相似文献
992.
John Joseph Peregoy Connie T. Schliebner 《International journal for the advancement of counseling》1990,13(3):193-204
The authors provide an overview of the psychosocial impact of unemployment. Case studies, based on interviews with the long-term unemployed during 1988 and 1989 are presented to highlight the Personal Employment Identity Model. The PEIM is a service delivery paradigm designed to assist counselors when working with the unemployed. It utilizes an individuals's ego identity in relation to their self identification with their previous work role to recommend interventions. Interventions will vary according to the inherent and expressed needs of the individual on the continuum of the Personal Employment Identity Model. 相似文献
993.
CRAWFORD John E 《天津大学学报(英文版)》2006,12(Z1)
In past terrorist attacks, vehicle borne improvised explosive devices (VBIED) have been the primary manner of attacking buildings and infrastructures. Preventing unauthorized vehicles from approaching a protected area with anti-ram systems would maintain an established standoff distance against moving and stationary vehicles and consequently reduce blast and debris threats. This strategy has been considered the first line of defence against terrorists. Several types of anti-ram devices have been developed in accordance with U. S. Department of State K-rating criteria, for example, wedge barriers, rising beams, sliding/swing gates, and drop arms. However, these devices typically need a deep foundation for installation and can't be implemented into many locations where a depth of excavation is limited in order to protect utility lines of buildings and infrastructures. This paper presents a recent development of a series of shallow footing anti-ram bollard systems (SFABS) that can satisfy K-12 rating with only five-inch thick footing. A high-fidelity physics based finite element technique with a vehicle crash model is used for predicting anti-ram capacity and determining design parameters of the SFABS. Full-scale vehicle crash tests of the developed SFABS systems have been carried out to validate the design and analysis. 相似文献
994.
John Klapper 《Assessment & Evaluation in Higher Education》2004,29(1):21-39
This paper highlights the problem of falling recruitment to foreign language (FL) degrees in higher education, outlining some of the recent changes in secondary FL education which have contributed in part to this situation. It draws attention to the lack of research into the impact that the fall in numbers of students taking a foreign language A level is having on the quality of the intake onto HE foreign languages courses. It reviews the findings and conclusions of the only major study in this area and then presents the results of a new longitudinal study of FL learning at a major UK university. The findings challenge the prevalent view that A level foreign languages are becoming the preserve of the academically elite and raise questions about the type of skills rewarded at foreign language A level. The study confirms previous research findings relating to poor progression rates in university FL learning, but questions the assumption that poor tuition is the root cause of this malaise. 相似文献
995.
996.
Assessment and outcomes measurement is receiving considerable attention in higher education nationwide. But what are colleges and universities doing and calling assessment? To answer these and other questions, a telephone survey was conducted with a sample of large, research universities. Responses to the survey are presented and discussed in this paper. Results indicated limited university involvement in activities commonly associated with the current assessment “movement,” i.e., measures of added value or student progress and growth. Instead, much of the reported activities are “traditional” testing and evaluation activities such as placement testing and student evaluation of instruction. In sum, assessmentis evaluation at large, research universities. 相似文献
997.
Previous research has found a wide range of predictors of student performance in introductory college chemistry. These predictors are associated with both the students' backgrounds and their high school learning experiences. The purpose of this research study was to examine the link between high school chemistry pedagogical experiences and performance in introductory college chemistry while accounting for individual educational and demographic differences. The researchers surveyed 1531 students enrolled in first‐semester introductory college chemistry courses for science and engineering majors at 12 different U.S. colleges and universities. Using multiple regression analysis, the researchers uncovered several interesting high school pedagogical experiences that appeared to be linked with varying levels of performance in college chemistry. Most notably, the researchers found that repeating chemistry labs for understanding was associated with higher student grades, whereas overemphasis on lab procedure in high school chemistry was associated with lower grades in college. These results suggest that high school teachers' pedagogical choices may have a link to future student performance. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 987–1012, 2005 相似文献
998.
Barbara B. Lockee John K. Burton Lawrence H. Cross 《Educational technology research and development : ETR & D》1999,47(3):33-42
Media comparison studies have long been criticized as an inappropriate research design for measuring the effectiveness of instructional technology. However, a resurgence in their use has recently been noted in distance education for program evaluation purposes. An analysis of the research design will detail why such a methodology is an inappropriate approach to such an investigation. Increased access to such programming does not seem to serve as a satisfactory benefit for the implementation of distance education efforts. Stakeholders desire to prove that participants in distance-delivered courses receive the same quality of instruction off-campus as those involved in the traditional classroom setting. However, the desire to prove that the quality of such distributed offerings is equal to the quality of on-campus programming often results in comparisons of achievement between the two groups of student participants. Statistically, such a research design almost guarantees that the desired outcome will be attained—that indeed distance learners perform as well as campus-based students. 相似文献
999.
Rats tend to prefer flavors previously consumed under low deprivation to flavors previously consumed under high deprivation (Capaldi & Myers, 1982). We attempted to distinguish among possible associative explanations by determining whether this conditioning phenomenon was based upon conditioned preferences, conditioned aversions, or both. We compared preference for flavors presented exclusively under either high or low deprivation with preference for a neutral flavor. In Experiments 1A and 1B the neutral flavor was one that had been randomly paired with both high and low deprivation, whereas in Experiments 2 and 3 the neutral flavors had not been associated with either high or low deprivation. Our results strongly suggest that this conditioning phenomenon is based upon an actual increase in preference for the flavor consumed under low deprivation rather than on any form of aversion conditioning. 相似文献
1000.
The reflective institution: Assuring and enhancing the quality of teaching and learning 总被引:3,自引:1,他引:3
John Biggs 《Higher Education》2001,41(3):221-238
Three definitions of ``quality' have entered the qualityassurance (QA) debate: quality as value for money, quality as fitfor the purpose of the institution, quality as transforming. The firstis pivotal for retrospective QA, which sees QA in terms ofaccountability, and conforming to externally imposed standards. The lasttwo are pivotal for prospective QA, which sees QA asmaintaining and enhancing the quality of teaching and learning in theinstitution. In this paper, the reflective practitioner is taken as themodel for prospective QA. Three stages are involved in institutionalreflective practice: articulating an espoused theory of teaching, thequality model (QM); continually improving on current practicethrough quality enhancement (QE), in which staff development should playan important role; and making quality feasible (QF), by removingimpediments to good teaching, which often arise through distortedpriorities in institutional policy and procedures. These three stages,QM, QE, and QF, are essential ingredients in prospective QA. 相似文献