全文获取类型
收费全文 | 22909篇 |
免费 | 398篇 |
国内免费 | 15篇 |
专业分类
教育 | 16377篇 |
科学研究 | 2032篇 |
各国文化 | 218篇 |
体育 | 1903篇 |
综合类 | 13篇 |
文化理论 | 175篇 |
信息传播 | 2604篇 |
出版年
2022年 | 180篇 |
2021年 | 261篇 |
2020年 | 382篇 |
2019年 | 601篇 |
2018年 | 827篇 |
2017年 | 800篇 |
2016年 | 701篇 |
2015年 | 420篇 |
2014年 | 659篇 |
2013年 | 4434篇 |
2012年 | 637篇 |
2011年 | 646篇 |
2010年 | 469篇 |
2009年 | 484篇 |
2008年 | 540篇 |
2007年 | 480篇 |
2006年 | 428篇 |
2005年 | 408篇 |
2004年 | 368篇 |
2003年 | 357篇 |
2002年 | 341篇 |
2001年 | 475篇 |
2000年 | 394篇 |
1999年 | 360篇 |
1998年 | 204篇 |
1997年 | 210篇 |
1996年 | 241篇 |
1995年 | 237篇 |
1994年 | 181篇 |
1993年 | 200篇 |
1992年 | 321篇 |
1991年 | 298篇 |
1990年 | 299篇 |
1989年 | 299篇 |
1988年 | 257篇 |
1987年 | 302篇 |
1986年 | 266篇 |
1985年 | 307篇 |
1984年 | 246篇 |
1983年 | 214篇 |
1982年 | 190篇 |
1981年 | 163篇 |
1980年 | 153篇 |
1979年 | 258篇 |
1978年 | 182篇 |
1977年 | 168篇 |
1976年 | 153篇 |
1975年 | 141篇 |
1974年 | 147篇 |
1971年 | 140篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
171.
Families immigrating to Australia face many challenges integrating into the educational system, including language barriers and interrupted schooling. We have qualitatively evaluated the educational concerns of Arabic migrants from Sudan and Iraq to Melbourne, Victoria, Australia, a city that receives a high percentage of Australia's immigrants. Using an interactive paradigm incorporating focus group discussions for thematic analysis, we concluded that the parents’ frame of reference for education was a more didactic style of learning. Parents viewed education as an essential part of the way forward for their children in Australia. However, it was stressful for them to try to cope with a new host nation's expectation of their involvement in their children's education while at the same time dealing with a language barrier. Professionals should look to empower parents with structural information about the key elements of the educational curriculum with minimal reliance on written technical language and match their expectations of parental involvement to the situation of the parents. 相似文献
172.
Dylan J.H.A. Henssen Loes van den Heuvel Guido De Jong Marc A.T.M. Vorstenbosch Anne-Marie van Cappellen van Walsum Marianne M. Van den Hurk Jan G.M. Kooloos Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 相似文献
173.
174.
ALISON M. BRADY 《Journal of Philosophy of Education》2021,55(1):25-40
Current conceptions of accountability imply that, in order for teachers to be able to hold themselves to account, they need first to have cultivated certain ‘professional dispositions’. But these conceptions fail to acknowledge the extent to which teachers are first and foremost accountable ‘as such’. For the early existentialist thought of the philosopher Jean‐Paul Sartre, this relates to a kind of responsibility premised on the ways in which we are always and inevitably responding to the world in which we find ourselves (with others). In this paper, I offer a reconceptualisation of teacher accountability in light of this, one that recognises implicit responses in classroom situations as underpinned by the subjectivity of those who bring these situations to light—often in subtle and immeasurable ways. 相似文献
175.
176.
177.
Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
178.
179.
Michelle M. Wu 《Legal Reference Services Quarterly》2017,36(2):51-73
Digitize-and-lend library projects can benefit societies in multiple ways, from providing information to people in remote areas or with physical disabilities to facilitating the sharing of library resources with information-poor communities. This article explores the potential of digitize and lend as well as outlines how projects can be undertaken in a manner respectful of the balance of copyright. 相似文献
180.