全文获取类型
收费全文 | 1907篇 |
免费 | 33篇 |
国内免费 | 4篇 |
专业分类
教育 | 1537篇 |
科学研究 | 46篇 |
各国文化 | 16篇 |
体育 | 78篇 |
综合类 | 7篇 |
文化理论 | 8篇 |
信息传播 | 252篇 |
出版年
2023年 | 13篇 |
2022年 | 17篇 |
2021年 | 22篇 |
2020年 | 38篇 |
2019年 | 80篇 |
2018年 | 81篇 |
2017年 | 89篇 |
2016年 | 81篇 |
2015年 | 41篇 |
2014年 | 86篇 |
2013年 | 433篇 |
2012年 | 52篇 |
2011年 | 63篇 |
2010年 | 42篇 |
2009年 | 50篇 |
2008年 | 90篇 |
2007年 | 62篇 |
2006年 | 56篇 |
2005年 | 51篇 |
2004年 | 52篇 |
2003年 | 49篇 |
2002年 | 29篇 |
2001年 | 29篇 |
2000年 | 31篇 |
1999年 | 23篇 |
1998年 | 21篇 |
1997年 | 23篇 |
1996年 | 27篇 |
1995年 | 22篇 |
1994年 | 25篇 |
1993年 | 17篇 |
1992年 | 18篇 |
1991年 | 7篇 |
1990年 | 14篇 |
1989年 | 9篇 |
1988年 | 11篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1972年 | 4篇 |
排序方式: 共有1944条查询结果,搜索用时 31 毫秒
141.
Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. 相似文献
142.
Antonette Aragon Suzan AlDoubi Karen Kaminski Sharon K. Anderson Nelda Isaacs 《TechTrends》2014,58(2):25-31
The number of educators, administrators, and institutions that utilize social networking has increased dramatically. Many have adopted social networking in order to be up-to-date and connected with their students’ learning beyond the boundaries of the classroom. However, this increase in the use of social networking in academia presents many potential issues. In this paper, we address the growing prevalence of social networking in education and some of the issues. Next, we use social role theory to explore some pitfalls for educators using social networking. Finally, we suggest that foundational ethical principles from the field of psychology can provide a basis for developing guiding principles for use of social networking in education. 相似文献
143.
144.
145.
146.
Elizabeth La Porte 《Cambridge Journal of Education》1996,26(3):361-366
This autobiographical article explores the way one North American high school teacher's intuitive teaching principles developed over time. The author uses tennis as a metaphor to try to describe her feelings about the teaching process. 相似文献
147.
148.
The present study considered the reliability and validity of the 78-item revised version of the Multicultural Personality Questionnaire, a multidimensional instrument aimed at measuring multicultural effectiveness of expatriate employees and students. The questionnaire includes scales for cultural empathy, open-mindedness, emotional stability, social initiative and flexibility. Participants were native and foreign students of an international business school (N=171) in the Netherlands. The MPQ scales appeared to be more strongly predictive of adjustment of international students as compared to native students. Moreover, the instrument was able to explain variance in students’ adjustment beyond self-efficacy. 相似文献
149.
150.
All traumatic and overuse injuries occurring during an average period of 4 years (2002/09) in a group of 51 currently active road top-level cyclists were retrospectively registered through clinical interviews. Average age was 25.8 years. Average training and competition period was 28.3 ± 2.4 h a week. Only 8 cyclists (15.6%) were completely free from lesions during the period of study. The remaining 43 cyclists suffered a total of 112 lesions; however, 9 out of these were unrelated to their cycling practice. These 103 cycling-related injuries include 50 (48.5%) traumatic and 53 (51.5%) overuse injuries. Twenty-eight fractures were reported, the clavicle being the most frequently affected bone (11 cases). The 68.5% of overuse injuries were located in the lower limbs. Most overuse injuries (89.6%) occurred during the training period. According to the injury abbreviated scale (AIS), severe lesions were only found in 4 cases (8% of traumatic injuries). Overall injury rates were 0.50 per racer/year, 2.02 per studied racer, and 0.007 per 1000 km of training and competition. Active professional top-level cyclists are exposed to a high injury risk. According to the scarce previously published data the current study provides relevant information on the injury occurrence of still active top-level road cycling. 相似文献