全文获取类型
收费全文 | 10329篇 |
免费 | 92篇 |
国内免费 | 9篇 |
专业分类
教育 | 6942篇 |
科学研究 | 1361篇 |
各国文化 | 122篇 |
体育 | 704篇 |
综合类 | 5篇 |
文化理论 | 94篇 |
信息传播 | 1202篇 |
出版年
2020年 | 104篇 |
2019年 | 155篇 |
2018年 | 170篇 |
2017年 | 212篇 |
2016年 | 180篇 |
2015年 | 123篇 |
2014年 | 196篇 |
2013年 | 2042篇 |
2012年 | 173篇 |
2011年 | 167篇 |
2010年 | 142篇 |
2009年 | 156篇 |
2008年 | 189篇 |
2007年 | 178篇 |
2006年 | 171篇 |
2005年 | 147篇 |
2004年 | 132篇 |
2003年 | 124篇 |
2002年 | 116篇 |
2001年 | 127篇 |
2000年 | 148篇 |
1999年 | 128篇 |
1998年 | 86篇 |
1997年 | 82篇 |
1996年 | 94篇 |
1994年 | 101篇 |
1993年 | 111篇 |
1992年 | 144篇 |
1991年 | 150篇 |
1990年 | 148篇 |
1989年 | 154篇 |
1988年 | 126篇 |
1987年 | 139篇 |
1986年 | 147篇 |
1985年 | 160篇 |
1984年 | 155篇 |
1983年 | 154篇 |
1982年 | 120篇 |
1981年 | 131篇 |
1980年 | 109篇 |
1979年 | 150篇 |
1978年 | 153篇 |
1977年 | 108篇 |
1976年 | 108篇 |
1975年 | 101篇 |
1974年 | 84篇 |
1973年 | 101篇 |
1972年 | 86篇 |
1971年 | 80篇 |
1970年 | 83篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
141.
John W. Keller Ph.D. Nina Mattie Stephen J. Vodanovich Chris Piotrowski 《Innovative Higher Education》1991,15(2):177-184
This article compares traditional college students' perceptions of effective teaching behaviors with nontraditional students' perceptions. A 15-item questionnaire was completed by undergraduates at a small Southeastern university. Nontraditional students viewed personality and interaction behaviors as more indicative of effective teaching, whereas traditional students focused on behaviors that potentially would enhance grades. The implications of the findings are discussed in light of techniques and approaches that facilitate the needs of both types of students.His major areas of interest include testing and counseling. Nina Mattie, M.A. is a recent graduate of the University of West Florida in the area of school psychology. Stephen J. Vodanovich, Ph.D. is an assistant professor in the psychology department at the University of West Florida. His major areas of interest are social psychology and industrial/organizational psychology. Chris Piotrowski, M.A. is a consultant in forensic psychology. His major areas of interest are personality assessment and online database searching. 相似文献
142.
143.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
144.
ARTHUR W. AVERY ANTHONY R. D'AUGELLI STEVEN J. DANISH 《Counselor Education & Supervision》1976,15(3):177-183
This study examined the effect of different amounts of client-therapist interaction data on empathy ratings. Audiotaped therapist-client interactions including client statement, therapist response, and subsequent client response were rated for therapist empathy by high-functioning, experienced raters. Raters made significantly different judgments about levels of therapist empathy depending on the amount of therapist-client interaction data available. The raters tended to give therapist responses higher empathy ratings when they did not hear the client's preceding statement. 相似文献
145.
146.
David W. Holmes Madoc Sheehan Melanie Birks John Smithson 《European Journal of Engineering Education》2018,43(1):126-143
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement. 相似文献
147.
Hilde Wågsås Afdal 《欧洲师范教育杂志》2019,42(2):258-275
This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed? 相似文献
148.
Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks 总被引:1,自引:0,他引:1
2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value. 相似文献
149.
Gerald W. McLaughlin John C. Smart James R. Montgomery 《Research in higher education》1978,8(1):67-82
A linear causal model is postulated and path analysis procedures are used to examine the direct, indirect, and total influence of 39 variables (grouped into eight general measures) on the salaries of 24.461 faculty members associated with virtually every discipline and type of postsecondary institution in the academic community. The results show wide variation in the relative influence of characteristics of postsecondary institutions and the personal and professional characteristics of faculty members on faculty salaries. The implications of these findings are discussed and specific guidelines are provided to assist those interested in examining the external and internal consistency of the faculty salary structures of their respective institutions. 相似文献
150.