全文获取类型
收费全文 | 1509篇 |
免费 | 27篇 |
专业分类
教育 | 1075篇 |
科学研究 | 68篇 |
各国文化 | 29篇 |
体育 | 177篇 |
文化理论 | 9篇 |
信息传播 | 178篇 |
出版年
2023年 | 9篇 |
2022年 | 10篇 |
2021年 | 18篇 |
2020年 | 50篇 |
2019年 | 60篇 |
2018年 | 86篇 |
2017年 | 72篇 |
2016年 | 77篇 |
2015年 | 47篇 |
2014年 | 54篇 |
2013年 | 360篇 |
2012年 | 43篇 |
2011年 | 49篇 |
2010年 | 36篇 |
2009年 | 31篇 |
2008年 | 39篇 |
2007年 | 32篇 |
2006年 | 28篇 |
2005年 | 27篇 |
2004年 | 36篇 |
2003年 | 26篇 |
2002年 | 22篇 |
2001年 | 13篇 |
2000年 | 23篇 |
1999年 | 16篇 |
1997年 | 23篇 |
1996年 | 17篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 10篇 |
1992年 | 12篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 10篇 |
1988年 | 10篇 |
1987年 | 9篇 |
1986年 | 10篇 |
1985年 | 16篇 |
1984年 | 6篇 |
1983年 | 11篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 7篇 |
1975年 | 4篇 |
1971年 | 4篇 |
1933年 | 3篇 |
排序方式: 共有1536条查询结果,搜索用时 203 毫秒
101.
Michelle D. Lazarus Gordon L. Kauffman Jr. Milind J. Kothari Timothy J. Mosher Matthew L. Silvis John R. Wawrzyniak Daniel T. Anderson Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388
Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists. 相似文献
102.
Debra L. Linton Wiline M. Pangle Kevin H. Wyatt Karli N. Powell Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. 相似文献
103.
104.
105.
106.
107.
108.
109.
Leta Hunt Project Manager/Librarian of the ISLA project Lucy S. Wegner Director 《The Journal of Academic Librarianship》1996,22(6):440-449
This article discusses the role of end users in the design of a multi-format digital library project (ISLA) being developed at the University of Southern California Library for the study of the Los Angeles region. ISLA focuses on the specific needs of cross-disciplinary research involving large urban regions. 相似文献
110.