全文获取类型
收费全文 | 1776篇 |
免费 | 31篇 |
国内免费 | 1篇 |
专业分类
教育 | 1271篇 |
科学研究 | 168篇 |
各国文化 | 40篇 |
体育 | 87篇 |
综合类 | 4篇 |
文化理论 | 15篇 |
信息传播 | 223篇 |
出版年
2024年 | 5篇 |
2023年 | 16篇 |
2022年 | 16篇 |
2021年 | 44篇 |
2020年 | 57篇 |
2019年 | 88篇 |
2018年 | 114篇 |
2017年 | 122篇 |
2016年 | 108篇 |
2015年 | 82篇 |
2014年 | 105篇 |
2013年 | 364篇 |
2012年 | 79篇 |
2011年 | 94篇 |
2010年 | 66篇 |
2009年 | 71篇 |
2008年 | 47篇 |
2007年 | 48篇 |
2006年 | 54篇 |
2005年 | 18篇 |
2004年 | 33篇 |
2003年 | 31篇 |
2002年 | 25篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 14篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有1808条查询结果,搜索用时 8 毫秒
991.
After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education
reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community
and the government and people of Southern Sudan united under a common goal: to increase access to education for both children
and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should
anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second,
after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously
deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly,
demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year
commitment. 相似文献
992.
Linda Haggarty Keith Postlethwaite Kim Diment Jean Ellins 《British Educational Research Journal》2011,37(6):935-954
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school‐wide culture of continuing professional learning. 相似文献
993.
Using multilevel models, this study examined whether and why the strength of association between student–faculty interaction and student cognitive skills development varies across academic
majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample
of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with
faculty on students’ cognitive skills development significantly varies by academic major. Findings also suggest that some
aspects of departmental climate can potentially magnify the effects produced by student–faculty interaction. 相似文献
994.
Despite the significant implications of the foreign doctorates’ stay or return decision on a personal level, as well as for
the home and host countries, there is very little research that provides a comprehensive understanding of the factors that
predict international doctorates’ decision to stay in the US and how those factors differ by country of origin or field of
study. In addition, the patterns of stay (versus return) and the factors influencing those decisions may have changed over
time, partly due to the changes in the immigration policies of the US and in economic development or national policy of home
countries. Therefore, this study examines the patterns of international doctorates’ stay versus return decision from a historical
perspective across the period of the 1980, 1990, and 2000s. Using data from the Survey of Earned Doctorates (SED), collected
in the US, this study enables us to move beyond a static understanding of the relative stay rates by country to an examination
of how country-specific changes, such as shifts in economic development or national policy (push/pull factors), may relate
to shifts in the stay versus return decision with a particular emphasis on the field specific effects. 相似文献
995.
Wang L Lipsey K Murray C Prendergast N Schoening P 《Medical reference services quarterly》2007,26(2):87-98
The need for a Bioinformatics Program became apparent after repeated requests from researchers for bioinformatics resources and the University's announcement of BioMed 21, a 300 million dollars biomedical science initiative to bring "new knowledge of the human genetic blueprint to the patient's bedside and change how illnesses are understood, diagnosed, and successfully treated." A Bioinformatics Specialist with a strong background in the fields of Molecular Biology and Biostatistics was hired. Program development started in 2003. Initially, three core courses were developed: Sequence Similarity Search, Genetic Variation, and Human Genome Resources. Each of these courses was offered twice per semester. Additionally, partnerships were established within the University Medical School Community (e.g., the Genome Sequencing Center) to license and teach Spotfire's DecisionSite for Functional Genomics, a software package used to analyze microarray data. From March to May 2005, seven Spotfire classes were taught. Each Spotfire class consisted of seven hours of classroom work. Also, in-depth consultations were scheduled with faculty and researchers to address their specific needs. These consultations led to requests for other software packages to purchase and manage, including Lasergene and CSD (Cambridge Crystal Structure Database). Efforts to reach outside of the University Community were made through the development of a Bioinformatics Web site. 相似文献
996.
Min-Sun Kim Atsushi Oshio Eun Joo Kim Katsuya Tasaki Kenton Bruce Anderson Ayano Yamaguchi 《Communication Research Reports》2019,36(1):14-23
Extant U.S. research shows that when a persuader’s initial message is rebuffed, the next requesting message will tend to be ruder and more aggressive than the initial appeal. The robustness of these results has rarely been tested cross-culturally. Using conversational constraints theory, we further explicate implicit theories by investigating the perceived importance of constraints of re-requesting styles across two cultural-linguistic groups (i.e., Korean and American English speakers). Consistent with the “rebuff phenomenon,” results revealed that people rated the task constraint (“clarity”) as significantly more important, and the three face-related constraints (“concern for the other’s feelings,” “minimizing imposition,” and “avoiding negative evaluation”) as significantly less important for the second-attempt requesting than for the initial requesting. Some of these tendencies were more pronounced among American English speakers than among Korean speakers. 相似文献
997.
Cultural Studies of Science Education - The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education... 相似文献
998.
Park Hyewon Choi Jinhee Kim JungHwan Hwang Jihee 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(6):975-990
International Review of Education - Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating... 相似文献
999.
Kim YS Otaiba SA Puranik C Folsom JS Greulich L Wagner RK 《Learning and individual differences》2011,21(5):517-525
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. 相似文献
1000.
以初中生为研究对象,选取自我效能、乐趣、主观障碍、社会支持和学校环境等5个反映社会生态模型个体水平、人际水平和组织水平的因素,就其对青少年参与校内闲暇时间身体活动的影响进行分析.结果显示:午饭后身体活动强度(F=3.79,P<0.05)、持续时间(F=4.03,P<0.05)和对锻炼的乐趣(F=0.82,P<0.05)、学校政策与管理(F=10.67,P<0.05)认知存在显著的性别差异.自我效能(F=3.79,P<0.05)、过程障碍(F=6.43,P<0.01)和对运动场地与设施(F=10.95,P<0.01)的感知存在显著的年级差异.回归分析显示:自我效能(β=0.29,P<0.05)、老师社会支持(β=0.21,P<0.05)、学校绿化建设(β=0.13,P<0.05)对青少年参与校内闲暇时间身体活动的影响具有统计学意义.结论:学校应重视特定时段学生身体活动的组织和管理,尤其是对女生的组织和管理;自我效能、老师社会支持、学校绿化建设是影响青少年参与校内闲暇时间身体活动的主要因素. 相似文献