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Karen E. Norum 《International journal of qualitative studies in education》2013,26(3):239-250
Qualitative methodology has become widespread and accepted in educational research in Europe. The article reviews European efforts toward the methodological grounding of qualitative research approaches (with a focus on the Dutch and German speaking communities). The authors describe the research agenda favoring the use of qualitative methods: reconstruct‐ivist studies, focused on the reconstruction of subjective meaning and development; and interventionist studies, aimed at changing and improving educational situations. 相似文献
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Karen Borgnakke 《Ethnography and Education》2017,12(2):194-210
ABSTRACTMeta-ethnography and systematic review of qualitative research are needed but also challenged by the link to the evidence movement’s models and PISA-traditions for measuring learning effects. For reflections on the perspective for meta-ethnography it means to reconstruct the methodological argument almost divided in a ‘Before and After PISA’, meaning before and after 2000. To understand challenges, benefits and limitations of being involved in the evidence circuit also implies that you recall the origin for meta-ethnography (back in the 1980s) to develop a more genuine practice-oriented meta-ethnographical framework. Referring to Denmark, this means navigating between political and institutional parties and between different forms of knowledge identified as sound knowledge, common sense and ‘non- knowledge’. On this backdrop the article will address methodological questions and dilemmas. Beginning with a short introduction it will follow three steps to clarify platform and dilemmas going through research trends and examples ‘before and after’ PISA-traditions. 相似文献
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Robin E. Remsburg Karen A. Armacost Charlotte Radu Richard G. Bennett 《Educational gerontology》2013,39(3-4):261-280
The purpose of this study was to determine the impact of a progressive mobility restorative program on nursing home residents' ability to perform selected activities of daily living (ADLs) and the amount of staff assistance needed to help residents complete these ADLs. A one group repeated measures design study was conducted in a 255-bed university affiliated geriatrics center. A certified nursing assistant (CNA) specially trained in restorative mobility techniques worked with residents individually for at least 15 minutes per day, five days per week to achieve their individualized mobility goals. Items on ADL Self-Performance and ADL Support Provided from the Minimum Data Set (MDS) were collected at baseline, three months, and six months. Thirty-eight of 42 residents (90%) were included in the analyses and 31 residents (82%) completed at least 25 days of restorative activities. Some residents improved their ADL self-performance at three and six months (15% and 33%, respectively) and decreased in the amount of ADL support provided at three and six months (26% and 31%, respectively). Total ADL self-performance and support provided did not change significantly over the six-month period. Most residents maintained their baseline ADL self-performance and level of ADL support provided over the six-month study. A progressive mobility restorative program implemented by a certified nursing assistant specially trained in restorative techniques resulted in most residents maintaining their baseline ADL self-performance abilities and the level of assistance provided by staff. Studies are needed to determine if these types of programs can actually improve functional abilities and decrease the level of staff assistance needed to complete ADLs or if they are effective in maintaining or delaying functional loss and staff burden. 相似文献
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Social memory was investigated in the context of a spatial working memory task. Pairs of rats were tested in an eight-arm
radial maze. Under most conditions, there was a tendency to choose maze locations that had been visited earlier by the other
rat. The possibility that this tendency is produced by common preferences for particular maze locations was ruled out. An
opposite tendency to avoid visits to locations that had been visited earlier during the trial by another rat was found only
when the maze location contained two pellets (rather than an undepletable supply), the rats’ ability to see each other in
the maze was restricted to the central arena, and the maze location had been previously visited by the focal rat. The amount
of food available in maze locations did not otherwise modulate social influences on spatial choice. The results indicate that
memory for a rat’s own previous choices is combined with memory for the choices made by another rat. 相似文献
940.
Hsin‐Hui Huang Karen E. Diamond 《International Journal of Disability, Development & Education》2009,56(2):169-182
This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed. 相似文献