全文获取类型
收费全文 | 4178篇 |
免费 | 95篇 |
国内免费 | 2篇 |
专业分类
教育 | 3404篇 |
科学研究 | 103篇 |
各国文化 | 67篇 |
体育 | 149篇 |
综合类 | 1篇 |
文化理论 | 18篇 |
信息传播 | 533篇 |
出版年
2022年 | 15篇 |
2021年 | 36篇 |
2020年 | 60篇 |
2019年 | 111篇 |
2018年 | 139篇 |
2017年 | 164篇 |
2016年 | 121篇 |
2015年 | 97篇 |
2014年 | 113篇 |
2013年 | 1089篇 |
2012年 | 100篇 |
2011年 | 120篇 |
2010年 | 111篇 |
2009年 | 112篇 |
2008年 | 119篇 |
2007年 | 112篇 |
2006年 | 93篇 |
2005年 | 97篇 |
2004年 | 102篇 |
2003年 | 77篇 |
2002年 | 80篇 |
2001年 | 69篇 |
2000年 | 65篇 |
1999年 | 50篇 |
1998年 | 42篇 |
1997年 | 68篇 |
1996年 | 47篇 |
1995年 | 52篇 |
1994年 | 50篇 |
1993年 | 51篇 |
1992年 | 40篇 |
1991年 | 43篇 |
1990年 | 38篇 |
1989年 | 35篇 |
1988年 | 30篇 |
1987年 | 20篇 |
1986年 | 36篇 |
1985年 | 32篇 |
1984年 | 44篇 |
1983年 | 35篇 |
1982年 | 30篇 |
1981年 | 26篇 |
1980年 | 37篇 |
1979年 | 35篇 |
1978年 | 32篇 |
1977年 | 29篇 |
1976年 | 24篇 |
1975年 | 17篇 |
1974年 | 23篇 |
1973年 | 16篇 |
排序方式: 共有4275条查询结果,搜索用时 15 毫秒
111.
112.
Kathryn Sulloway Adams Andrea Moore Mary Rita Roux‐Zink L. Michael Wykes Lynn Kearny 《Performance Improvement》2015,54(9):12-18
Do you regularly reflect on the value you bring to your client? The act of reflection is something experienced consultants, both internal and external, consistently do in their practice. This article examines the ways in which Certified Performance Technologists (CPTs) define and recognize the success of their efforts, but most importantly, how they learn from engagements that do not always end with the desired outcome. You will hear from CPTs across several industries in their own words about what strategies they have employed to continue to improve their skill sets. 相似文献
113.
114.
Mary M. Atwater 《科学教学研究杂志》1996,33(8):821-837
This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc. 相似文献
115.
Fourth-grade follow-up achievement outcome data of placed and nonplaced transition extra-year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second-grade findings. New analysis of correlation data indicates that within-sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non-at-risk students nonretained or recommended for retention. This age-achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at-risk students (students retained in a transition extra-year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
116.
In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics. 相似文献
117.
118.
119.
120.
Todd L. Sandel Richard Buttny Mary Varghese 《Journal of Intercultural Communication Research》2019,48(1):52-71
Students were linked virtually across three contexts: U.S., Malaysia, and China. Differences emerged in how student-created messages were constructed and interpreted; these impacted perceived relational affiliation. Messages constructed by students in Malaysia and China exhibited casual talk, greater self-disclosure, requests for personal information, and greater use of emoticons/emoji. Interactions were perceived as informal, friendly, and positive. U.S. students’ messages often showed institutional talk, less self-disclosure, and more attention to the instructor-assigned task. Asian-U.S. student pairs perceived their interactions as formal, less friendly, and less positive. This study shows how online technologies may be afforded and shaped by culture and interaction. 相似文献