全文获取类型
收费全文 | 23654篇 |
免费 | 261篇 |
国内免费 | 253篇 |
专业分类
教育 | 16097篇 |
科学研究 | 3225篇 |
各国文化 | 67篇 |
体育 | 1405篇 |
综合类 | 689篇 |
文化理论 | 488篇 |
信息传播 | 2197篇 |
出版年
2024年 | 4篇 |
2023年 | 41篇 |
2022年 | 196篇 |
2021年 | 415篇 |
2020年 | 336篇 |
2019年 | 301篇 |
2018年 | 2450篇 |
2017年 | 2378篇 |
2016年 | 1843篇 |
2015年 | 597篇 |
2014年 | 737篇 |
2013年 | 1301篇 |
2012年 | 1019篇 |
2011年 | 1527篇 |
2010年 | 1625篇 |
2009年 | 1133篇 |
2008年 | 1346篇 |
2007年 | 1867篇 |
2006年 | 762篇 |
2005年 | 992篇 |
2004年 | 781篇 |
2003年 | 656篇 |
2002年 | 467篇 |
2001年 | 289篇 |
2000年 | 187篇 |
1999年 | 168篇 |
1998年 | 143篇 |
1997年 | 116篇 |
1996年 | 101篇 |
1995年 | 65篇 |
1994年 | 63篇 |
1993年 | 56篇 |
1992年 | 51篇 |
1991年 | 32篇 |
1990年 | 29篇 |
1989年 | 19篇 |
1988年 | 7篇 |
1986年 | 3篇 |
1985年 | 8篇 |
1984年 | 6篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1977年 | 3篇 |
1975年 | 2篇 |
1963年 | 2篇 |
1960年 | 2篇 |
1959年 | 2篇 |
1957年 | 7篇 |
排序方式: 共有10000条查询结果,搜索用时 10 毫秒
991.
Mehmet Demir 《Educational technology research and development : ETR & D》2018,66(6):1457-1477
This study investigates the development of an instrument to explore the views of student teachers in Turkey towards using Facebook as a tool for teaching and learning. A five-point Likert-type scale was developed for a sample of 687 student teachers from various fields in Adiyaman, Mustafa Kemal, and Inonu Universities. The sample included 445 participants in the first application and 242 participants in the second. A literature review, students’ comments, and relevant Facebook research results were considered in order to establish the items for the scale. A comparative analysis of previous studies and instruments yielded an original 33-item pool, and experts’ judgments were consulted to confirm the content validity of the scale. Exploratory and confirmatory factor analyses were conducted to determine the factor structure of the scale, revealing 17 items that could be grouped under three general factors. A Cronbach’s coefficient (α) was employed to determine the internal consistency coefficients for the whole scale and its subscales. Results indicate that this learning scale (FLTS) is a valid and reliable instrument to investigate the use of Facebook as a learning tool. 相似文献
992.
993.
994.
The purpose of this study was to assess preservice teachers’ views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and Science Inquiry course participated in this study. Data were collected by using a pre/post format with the Views of Nature of Science questionnaire (VNOS-270), the Views of Scientific Inquiry questionnaire (VOSI-270), follow-up interviews, and classroom artifacts. The results indicated that most students initially held naïve views about certain aspects of NOS like tentativeness and subjectivity. By the end of the semester, almost all students dramatically improved their understanding about almost all aspects of NOS. However, several students still struggled with certain aspects like the differences between scientific theory and law, tentativeness, and socio-cultural embeddedness. Results suggested that instructional, motivational, and socio-cultural factors may influence if and how students changed their views about targeted NOS aspects. Students thought that classroom activities, discussions, and readings were most helpful to improve their views about NOS. The findings from the research have the potential to translate as practical advice for teachers, science educators, and future researchers. 相似文献
995.
Aurelio Cabello-Garrido Enrique España-Ramos Ángel Blanco-López 《International Journal of Science and Mathematics Education》2018,16(7):1269-1289
This paper describes the application of the methodology developed in research on learning progressions to a health-related topic. More specifically, we present a human nutrition learning progression as a hypothesis that now requires empirical validation. The study involved three phases. In the first phase, we analysed the existing literature in the domain of human nutrition. Based on this analysis, phase 2 then involved drawing up a learning progression for this domain and identifying the learning targets and progress variables, as well as the upper and lower anchors. The analysis led us to identify five progress variables, associated with the development of the concepts of food, nutrient, energy and diet, as well as with the ability to classify foods according to their nutrients. Finally, in phase 3, we identified and described the pathways that students may follow in relation to each progress variable. Given its focus on a topic closely linked to personal health, the learning progression may be useful not only as a component of teaching modules that aim to improve scientific literacy but also as a platform for future health education campaigns that seek to promote healthy eating habits among different sectors of the population. 相似文献
996.
997.
Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions 总被引:1,自引:0,他引:1
Yonghong Jade Xu 《Research in higher education》2008,49(7):607-624
This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by
comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that
the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood
to change positions within academia. The indications are that women and men are equally committed to their academic careers
in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support,
advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more
convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership,
rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed
in order to attract more women scientists and narrow the current gender gap. 相似文献
998.
This paper provides an in-depth analysis of the privacy rights dilemma surrounding radio frequency identification (RFID) technology.
As one example of ubiquitous information system, RFID has multitudinous applications in various industries and businesses
across society. The use of this technology will have to lead to a policy setting dilemma in that a balance between individuals’
privacy concerns and the benefits that they derive from it must be drawn. After describing the basic RFID technology some
of its most prevalent uses, a definition of privacy is derived in the context of information systems. To illustrate current
attempts at controlling the undesirable side effects of RFID, Lessig’s cyberspace framework is presented. It is found that
each of Lessig’s components is inadequate at preventing individual privacy violations in RFID. The main focus within this
framework is on the norms of society. The social norm mechanism that addresses privacy issues in cyberspace is the Fair Information
Practices Principles (FIPP). After an analysis of these principles, it is posited that the FIPP only deal with procedural
justice issues related to data collection and omit distributive and interactional justice reasoning related to the actual
beneficial and detrimental outcomes to the individuals whose data is being obtained. Thus, RFID is presented in the context
of the tension between the many benefits that are provided by the technology in social exchanges, and the risk it carries
of the loss of privacy. The new, expanded framework recognizes both sides of the issue with the ultimate goal of providing
a greater understanding of how privacy issues can be addressed with RFID technology. 相似文献
999.
1000.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献