全文获取类型
收费全文 | 726篇 |
免费 | 13篇 |
国内免费 | 4篇 |
专业分类
教育 | 535篇 |
科学研究 | 65篇 |
各国文化 | 3篇 |
体育 | 25篇 |
文化理论 | 8篇 |
信息传播 | 107篇 |
出版年
2022年 | 8篇 |
2021年 | 5篇 |
2020年 | 12篇 |
2019年 | 14篇 |
2018年 | 20篇 |
2017年 | 29篇 |
2016年 | 23篇 |
2015年 | 16篇 |
2014年 | 21篇 |
2013年 | 184篇 |
2012年 | 19篇 |
2011年 | 22篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 10篇 |
2007年 | 19篇 |
2006年 | 17篇 |
2005年 | 7篇 |
2004年 | 10篇 |
2003年 | 13篇 |
2002年 | 11篇 |
2001年 | 10篇 |
2000年 | 11篇 |
1999年 | 8篇 |
1998年 | 8篇 |
1997年 | 8篇 |
1996年 | 11篇 |
1995年 | 6篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 14篇 |
1989年 | 9篇 |
1988年 | 6篇 |
1987年 | 9篇 |
1986年 | 4篇 |
1982年 | 9篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1970年 | 4篇 |
1935年 | 7篇 |
1934年 | 5篇 |
1932年 | 5篇 |
排序方式: 共有743条查询结果,搜索用时 0 毫秒
151.
152.
153.
Dr. Leslie J. Davison David Burr Jean C. Eberlein Daniel J. Fuchs Lupita Saucedo Bob H. Steffen 《TechTrends》2000,44(4):11-15
It is fitting that the teachers of tomorrow are provided with the correct modeling of technology in their first education class. To separate technology from education is both impossible and foolish. The sooner college students are exposed to the latest forms of technology, the more equipped they will be to integrate these tools into their teaching strategies for the benefit of future learners. 相似文献
154.
Alina Lungeanu Dorothy R. Carter Leslie A. DeChurch Noshir S. Contractor 《Communication methods and measures》2018,12(2-3):174-198
ABSTRACTToday’s most pressing scientific problems necessitate scientific teamwork; the increasing complexity and specialization of knowledge render “lone geniuses” ill-equipped to make high-impact scientific breakthroughs. Social network research has begun to explore the factors that promote the assembly of scientific teams. However, this work has been limited by network approaches centered conceptually and analytically on “nodes as people,” or “nodes as teams.” In this article, we develop a “team-interlock ecosystem” conceptualization of collaborative environments within which new scientific teams, or other creative team-based enterprises, assemble. Team interlock ecosystems comprise teams linked to one another through overlapping memberships and/or overlapping knowledge domains. They depict teams, people, and knowledge sets as nodes, and thus, present both conceptual advantages as well as methodological challenges. Conceptually, team interlock ecosystems invite novel questions about how the structural characteristics of embedding ecosystems serve as the primordial soup from which new teams assemble. Methodologically, however, studying ecosystems requires the use of more advanced analytics that correspond to the inherently multilevel phenomenon of scientists nested within multiple teams. To address these methodological challenges, we advance the use of hypergraph methodologies combined with bibliometric data and simulation-based approaches to test hypotheses related to the ecosystem drivers of team assembly. 相似文献
155.
Michael A. Shepherd John R. Simonian Leslie C. Trussler 《Communication Research Reports》2017,34(4):350-358
In television and film production, speakers whose accents are judged difficult to understand are often subtitled, but viewers may question such judgments if they later perceive the subtitles as unnecessary. Such doubts can be ill founded, however. We report two experiments showing that the presence of bimodal subtitles (subtitles in the same language as the audio) on a given video clip can make subtitles seem less necessary for that clip and can improve comprehension of a second, unsubtitled clip of the same speaker. This, we argue, is because bimodal subtitles provide alternate access to the lexical information in the audio, thus facilitating perceptual learning of the subtitled speaker’s accent. This perceptual learning, through which listeners adjust their sound–phoneme mappings to accommodate the unfamiliar phoneme realizations underlying the speaker’s accent, can quickly make subtitles less necessary, potentially creating the illusion that they were never necessary—a phenomenon we call the “subtitle effect.” 相似文献
156.
Leslie P. Steffe 《Educational Studies in Mathematics》1983,14(2):109-125
Arithmetical knowledge is viewed as simply the coordinated schemes of actions and operations the child has constructed at a particular point in time. A fundamental distinction is drawn between operative and figurative schemes in the context of additive schemes. Numerical extension, an operative scheme, is distinguished from intuitive extension, a figurative scheme. The basis of the distinction resides in (1) the anticipatory nature of the schemes, (2) the adaptability of the schemes, and (3) the nature of the concepts which serve as a basis for what triggers the schemes. This fundamental distinction is crucial in the mathematical instruction of the child for the child necessarily has to construct his or her own mathematical reality even if that reality eventually becomes compatible with the reality of the social group in which the child has to operate. 相似文献
157.
Leslie Palmier 《Higher Education》1982,11(6):685-712
Despite a considerable increase in the number of graduates in Indonesia, they still remain a minute fraction of the labour force. The majority are in the professional, administrative, and clerical occupations, and employed by the state mostly in a civilian, some in a military, capacity. Ever larger numbers of the available graduates have been moving into state employment. The occupations mentioned are also the most highly paid, with the administrative far ahead of the professional and clerical.The largest group of graduates had qualified in law, the social sciences, arts and sciences; the next largest in teaching. Health, agriculture, and the technological subjects of engineering and communications had attracted only a relatively small proportion.Not more than half of the graduates were in occupations for which their studies were specifically relevant, and holders of the Bachelor (Sarjana Muda) degree were less likely than Masters (Sarjana) to be so employed. The largest proportion of graduates in related occupations had qualified in teaching and health, while the smallest had studied law, the social sciences, arts, and sciences, a few more the vocational subjects of agriculture and engineering. Selection for senior positions appears as important as training for specific occupations.Teaching and health were also the two subjects with the highest proportion of graduates among the professionals. However, they were not particularly well represented among the better-paid administratives. Here, graduates in agriculture, engineering and the law, the social sciences, arts and sciences were much better favoured.Some occupations show a certain concentration of graduates in specific subjects; in particular, half of the graduates in the professional group were trained as teachers. However, no occupation is the preserve of any one subject.There were more Bachelor than Master graduates in all groups except the professional and administrative, where the reverse was the case. One may conclude that both these groups gave a certain preference to Masters, and were in turn the targets of those so qualified. 相似文献
158.
159.
融合教育在香港的持续发展——兼论特殊学校的角色转变 总被引:3,自引:1,他引:3
融合教育的推行 ,静静地改变着香港学校教育的生态。融合教育是西方发达国家的教育产物 ,通过国际组织的策动而扩散。它是一个建基於人权和平等观念 ,强调尊重差异的教育发展方案 ,但也是一种知易行难的办学手段。本文试图理顺融合教育的基本观念 ,认识它的运作元素和讨论它的实践问题。藉着回顾一些国际和本地的研究发现和发展经验 ,作者还希望为融合教育的持续发展提供意见在天赋的“异”中求人的“同” ,是融合教育需要不断面对的挑战 相似文献
160.