全文获取类型
收费全文 | 1731篇 |
免费 | 28篇 |
国内免费 | 1篇 |
专业分类
教育 | 1471篇 |
科学研究 | 29篇 |
各国文化 | 31篇 |
体育 | 43篇 |
综合类 | 2篇 |
文化理论 | 3篇 |
信息传播 | 181篇 |
出版年
2023年 | 7篇 |
2022年 | 13篇 |
2021年 | 20篇 |
2020年 | 24篇 |
2019年 | 54篇 |
2018年 | 60篇 |
2017年 | 74篇 |
2016年 | 59篇 |
2015年 | 37篇 |
2014年 | 56篇 |
2013年 | 403篇 |
2012年 | 40篇 |
2011年 | 48篇 |
2010年 | 44篇 |
2009年 | 65篇 |
2008年 | 43篇 |
2007年 | 50篇 |
2006年 | 44篇 |
2005年 | 36篇 |
2004年 | 52篇 |
2003年 | 46篇 |
2002年 | 37篇 |
2001年 | 17篇 |
2000年 | 26篇 |
1999年 | 25篇 |
1998年 | 18篇 |
1997年 | 30篇 |
1996年 | 25篇 |
1995年 | 29篇 |
1994年 | 21篇 |
1993年 | 18篇 |
1992年 | 20篇 |
1991年 | 14篇 |
1990年 | 17篇 |
1989年 | 12篇 |
1988年 | 17篇 |
1987年 | 12篇 |
1986年 | 14篇 |
1985年 | 18篇 |
1984年 | 19篇 |
1983年 | 16篇 |
1982年 | 9篇 |
1981年 | 14篇 |
1980年 | 9篇 |
1979年 | 9篇 |
1978年 | 5篇 |
1977年 | 8篇 |
1976年 | 6篇 |
1973年 | 3篇 |
1968年 | 3篇 |
排序方式: 共有1760条查询结果,搜索用时 15 毫秒
981.
This paper shows how the Galter Health Sciences Library of Northwestern University's Feinberg School of Medicine developed and implemented a program to assess reference staff competencies for assisting users in the electronic environment after completing a new training program. The first phase was a year-long assessment of reference questions to identify the types of questions received at the desk. Next, a training program for reference was developed and implemented with an emphasis on answering the most common questions identified such as remote access, access privileges, holdings information, and database searching. The program included individualized instruction on library policies, electronic resources, access restrictions, and troubleshooting. The next phase was to create instruments to test staff competencies in answering questions after training. Based on the scores, additional training was individualized and provided to the appropriate staff member to enhance their skills where needed. The training system that was developed has proven to be effective as most staff scored better than 92% on initial testing. As a result, library management can be certain that users' questions are being answered correctly and that the staff has the skills required to work in an electronic environment. 相似文献
982.
Gustafson S Fälth L Svensson I Tjus T Heimann M 《Journal of learning disabilities》2011,44(2):123-135
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. 相似文献
983.
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
984.
This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction
with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative
Institutional Research Program at the Higher Education Research Institute at UCLA, two scales are built and tested—one measuring
social involvement and one measuring academic involvement. Findings indicate that although both CTT and IRT can be used to
obtain the same information about the extent to which scale items tap into the latent trait being measured, the two measurement
theories provide very different pictures of scale precision. On the whole, IRT provides much richer information about measurement
precision as well as a clearer roadmap for scale improvement. The findings support the use of IRT for scale construction and
survey development in higher education. 相似文献
985.
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
986.
Three experiments examine 18- to 24-month-old (N = 78) toddlers' ability to spatially orient objects by their major axes for insertion into a slot. This is a simplified version of the posting task that is commonly used to measure dorsal stream functioning. The experiments identify marked developmental changes in children's ability to preorient objects for insertion, with 18-month-olds failing completely and 24-month-olds succeeding easily. In marked contrast, 18-month-olds preorient their empty hands for insertion into the same slots. This developmental dissociation between aligning hands and aligning objects to slots suggests that the key developmental change is in action with the goal of object-to-object alignment versus action on an object. 相似文献
987.
This is the last Informatics Education column under the current editors. The outgoing editors identify six key themes that reflect the changes in informatics education over their seven-year tenure. The themes are picked from the 29 previous columns published under their editorship. The first and key theme is technology, and this one theme is the basis for the other five. The incoming editors project what they expect to see as key themes for future columns. Together, this column looks at the past, present, and future state of informatics education in the United States. 相似文献
988.
Patricia E. Gettings Elizabeth Dorrance Hall Steven R. Wilson Daniel M. Kamal Jill Inderstrodt-Stephens Linda Hughes-Kirchubel 《Communication monographs》2019,86(2):205-228
This online experiment integrates confirmation, politeness, and self-determination theories to examine how Veterans evaluate family members’ messages encouraging them to seek behavioral health care. Veterans (N?=?226) evaluated messages manipulated to express high or low levels of acceptance and autonomy support, completed outcome measures (persuasiveness, relational impact, identity management, emotions), and reported on their own reintegration difficulties. Positive associations were found between perceived message acceptance and three outcomes, and perceived autonomy support and two outcomes. Reintegration difficulties were associated with more negative message perceptions. Perceived acceptance and autonomy support also mediated a number of associations between manipulated message features and outcomes, as well as reintegration difficulties and outcomes. Theoretical and practical implications are discussed. 相似文献
989.
Student engagement in learning is a complex process influenced by many factors. This article introduces a conceptual organiser developed from a review of the literature. It captures four key perspectives – motivation and agency, transactional engagement, institutional support and active citizenship – and suggested indicators for each perspective. Data from a project researching student engagement with first‐time enrolled students in Aotearoa New Zealand is then used to review the conceptual organiser. Findings show that the four perspectives were all evident, though some indicators were more clearly supported than others. As a result of the evaluation, changes were made to the organiser. We argue that it has value as a way for teachers and institutions to inform and evaluate their efforts to engage students in learning. 相似文献
990.
Lawrence K. Duffy Anna Godduhn Cindy E. Fabbri Mary van Muelken Linda Nicholas-Figueroa Catherine Hurt Middlecamp 《Interchange》2011,42(2):105-136
Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching
and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry
concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating
local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry
courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate
the connectivity between science and societal understanding of technological options. A case in point is the inclusion of
indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources,
genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear
chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues
relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear
energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case
that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class
but also spark their interest so that they continue learning after the course is over. 相似文献