全文获取类型
收费全文 | 3081篇 |
免费 | 43篇 |
国内免费 | 1篇 |
专业分类
教育 | 2289篇 |
科学研究 | 184篇 |
各国文化 | 40篇 |
体育 | 359篇 |
综合类 | 3篇 |
文化理论 | 65篇 |
信息传播 | 185篇 |
出版年
2023年 | 29篇 |
2022年 | 47篇 |
2021年 | 87篇 |
2020年 | 133篇 |
2019年 | 222篇 |
2018年 | 248篇 |
2017年 | 250篇 |
2016年 | 214篇 |
2015年 | 150篇 |
2014年 | 153篇 |
2013年 | 671篇 |
2012年 | 122篇 |
2011年 | 85篇 |
2010年 | 73篇 |
2009年 | 61篇 |
2008年 | 62篇 |
2007年 | 58篇 |
2006年 | 48篇 |
2005年 | 40篇 |
2004年 | 32篇 |
2003年 | 33篇 |
2002年 | 37篇 |
2001年 | 17篇 |
2000年 | 16篇 |
1999年 | 15篇 |
1998年 | 16篇 |
1997年 | 10篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 12篇 |
1993年 | 13篇 |
1992年 | 11篇 |
1991年 | 17篇 |
1990年 | 13篇 |
1989年 | 8篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1979年 | 5篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1973年 | 3篇 |
1971年 | 3篇 |
1970年 | 3篇 |
1965年 | 3篇 |
1963年 | 3篇 |
排序方式: 共有3125条查询结果,搜索用时 15 毫秒
151.
AbstractThis paper is intended as an exploration of university faculty and students’ perceptions of a number of dimensions involved in the written composition of academic texts. We analysed the responses to scale 3 in the European Writing Survey (EUWRIT) (in its Spanish version: Encuesta Europea sobre la Escritura Académica, EEEA) by a group of social science and humanities students (n = 1,030) and faculty (n = 230) from nine Spanish universities. We then examined the similarities and differences in their perceptions and established a factorial structure of the different dimensions underlying the writing process. The data indicate that both groups concur in the value assigned to both changing ideas in the course of the composition process (although this process seems to be understood differently by each group) and the revision and feedback processes. The students, however, claim to be involved in more planning and previous reading activities than the teachers perceive them to be. The significance of these results for a process-oriented perspective in academic writing is discussed. 相似文献
152.
Carol A. Mullen Mariela A. Rodríguez Tawannah G. Allen 《Action Learning: Research and Practice》2015,12(3):344-355
This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations. 相似文献
153.
154.
Rocio Cardenas-Rodríguez Teresa Terrón-Caro Blanca Delia Vázquez Delgado Teresa Elizabeth Cueva-Luna 《Journal of Latinos & Education》2015,14(2):86-94
Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents. 相似文献
155.
156.
学生的数学素质在很大程度上影响着综合素质,为进行数学专业的教学改革,文章以黄淮学院为例,调查分析了新升本本科院校学生的数学素质.研究表明:学生的数学素质一般,无性别差异,但有年级差异. 相似文献
157.
Stephanie M. Curenton Shana E. Rochester Jacqueline Sims Nneka Ibekwe-Okafor Iheoma U. Iruka Arlene G. García-Miranda Jessica Whittaker 《Child development》2022,93(3):681-698
This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills. 相似文献
158.
159.
Research in Higher Education - Despite a climate of fiscal scarcity, higher education institutions are making big investments in campus consumption amenities while reducing instructional... 相似文献
160.
Michael Schön Konrad Steinestel Doreen Spiegelburg Annika Risch Mira Seidel Leon Schurr Ulrich Kai Fassnacht Nikola Golenhofen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2022,15(1):89-101
Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future. 相似文献