全文获取类型
收费全文 | 1313篇 |
免费 | 27篇 |
国内免费 | 1篇 |
专业分类
教育 | 926篇 |
科学研究 | 112篇 |
各国文化 | 22篇 |
体育 | 133篇 |
文化理论 | 9篇 |
信息传播 | 139篇 |
出版年
2023年 | 7篇 |
2022年 | 7篇 |
2021年 | 31篇 |
2020年 | 48篇 |
2019年 | 60篇 |
2018年 | 74篇 |
2017年 | 75篇 |
2016年 | 69篇 |
2015年 | 33篇 |
2014年 | 44篇 |
2013年 | 247篇 |
2012年 | 33篇 |
2011年 | 37篇 |
2010年 | 30篇 |
2009年 | 34篇 |
2008年 | 26篇 |
2007年 | 27篇 |
2006年 | 25篇 |
2005年 | 19篇 |
2004年 | 19篇 |
2003年 | 23篇 |
2002年 | 24篇 |
2001年 | 17篇 |
2000年 | 15篇 |
1999年 | 17篇 |
1998年 | 13篇 |
1997年 | 22篇 |
1996年 | 14篇 |
1995年 | 17篇 |
1994年 | 13篇 |
1993年 | 10篇 |
1992年 | 21篇 |
1991年 | 11篇 |
1990年 | 5篇 |
1989年 | 15篇 |
1988年 | 14篇 |
1987年 | 12篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 16篇 |
1983年 | 17篇 |
1982年 | 12篇 |
1981年 | 6篇 |
1980年 | 10篇 |
1979年 | 14篇 |
1978年 | 9篇 |
1977年 | 12篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 4篇 |
排序方式: 共有1341条查询结果,搜索用时 15 毫秒
51.
We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective. 相似文献
52.
This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve. 相似文献
53.
The aim of this study was to assess the effect of to isometic contraction durations during propiceptive neuromuscular facilitation stretching on gains inflexion at the hip. Forty-three women (M age = 20.0 years, SD = 1.3) were assigned to one of three groups: 5-s isometric contraction (5-IC), 10-IC, and control. Flexibility was assessed at baseline and Weeks 3 and 6. Analysis of covariance, controlling for pretest differences, showed a significant interaction, F(2, 33) = 44.1, p < .001. Flexibility was significant lower in the control group relative to the 5-IC and 10-IC groups and in the 5-IC group relative to the 10-IC group at 3 and 6 weeks (3 weeks = 101.2 +/- 1.4 degrees, 114.3 +/- 1.5 degrees, 120.5 +/- 1.3 degrees; 6 weeks = 103.0 +/- 1.4 degrees, 126.1 +/- 1.6 degrees, 133.3 +/- 1.4 degrees for control, 5-IC and 10-IC groups, respectively). A longer contraction time led to greater increases in flexibility. 相似文献
54.
55.
Wee Pin Goh Jonathan Lee Ong Kim Hairon Salleh 《International Journal of Educational Research》2009,48(4):258-273
Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information. 相似文献
56.
The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others. 相似文献
57.
58.
59.
60.