全文获取类型
收费全文 | 932篇 |
免费 | 20篇 |
专业分类
教育 | 746篇 |
科学研究 | 18篇 |
各国文化 | 14篇 |
体育 | 57篇 |
文化理论 | 2篇 |
信息传播 | 115篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 11篇 |
2020年 | 10篇 |
2019年 | 21篇 |
2018年 | 41篇 |
2017年 | 29篇 |
2016年 | 29篇 |
2015年 | 26篇 |
2014年 | 33篇 |
2013年 | 234篇 |
2012年 | 22篇 |
2011年 | 24篇 |
2010年 | 17篇 |
2009年 | 23篇 |
2008年 | 26篇 |
2007年 | 30篇 |
2006年 | 25篇 |
2005年 | 26篇 |
2004年 | 24篇 |
2003年 | 16篇 |
2002年 | 28篇 |
2001年 | 22篇 |
2000年 | 8篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 10篇 |
1996年 | 13篇 |
1995年 | 9篇 |
1994年 | 11篇 |
1993年 | 12篇 |
1992年 | 13篇 |
1991年 | 21篇 |
1990年 | 10篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 9篇 |
1986年 | 7篇 |
1985年 | 10篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1982年 | 7篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1973年 | 2篇 |
1923年 | 1篇 |
排序方式: 共有952条查询结果,搜索用时 15 毫秒
31.
Upper secondary curriculum in England and Wales: current developments and emerging structures 总被引:1,自引:1,他引:0
Janet Harland 《课程研究杂志》2013,45(5):407-422
32.
A review of print and print + online English serials conducted at Hong Kong Baptist University Library in 2006 revealed low usage of many print journals calling into question the age old practice of binding serials. With binding costs escalating, serials budgets being reduced, and libraries increasingly purchasing electronic titles, it was time to review current binding practices. On conclusion of the review, it was recommended that binding of more than 85% of serials cease and be replaced by the use of boxes and that usage statistics be reviewed annually with a view to effecting further reductions. 相似文献
33.
34.
35.
Pattern recognition development was studied in high and low ability preschool, kindergarten, and first-grade youngsters. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of a youngster to find: (a) duplicate patterns and elements to a model; (b) the opposite pattern to a model; and (c) duplicate patterns but different elements than in the model. Aside from main effects for grade level, ability level, and pattern task, a significant three-way interaction was noted. This interaction was analyzed in terms of its component simple effects. The implication of these simple interaction effects for Piagetian theory and educational practice were discussed. 相似文献
36.
37.
38.
39.
40.
This paper reports on a paper and pencil concept‐sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self‐study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key ideas in an increasingly complex and inclusive fashion such that a ‘chain’ is developed where the initial statements are simple and the final ones more complex. Evaluation of the strategy with trainees over a five‐year period revealed promising potential for the strategy as a self‐study tool, as well as an audit tool, enabling tutors to more easily identify misconceptions. There was some evidence that trainees found the strategy useful in preparing themselves to teach in the classroom, possibly by enabling meaningful learning to take place according to the Ausubel–Novak–Gowin theory. 相似文献