全文获取类型
收费全文 | 6703篇 |
免费 | 103篇 |
国内免费 | 6篇 |
专业分类
教育 | 4961篇 |
科学研究 | 411篇 |
各国文化 | 107篇 |
体育 | 535篇 |
综合类 | 4篇 |
文化理论 | 115篇 |
信息传播 | 679篇 |
出版年
2023年 | 16篇 |
2022年 | 27篇 |
2021年 | 75篇 |
2020年 | 163篇 |
2019年 | 217篇 |
2018年 | 232篇 |
2017年 | 273篇 |
2016年 | 254篇 |
2015年 | 160篇 |
2014年 | 198篇 |
2013年 | 1422篇 |
2012年 | 190篇 |
2011年 | 210篇 |
2010年 | 171篇 |
2009年 | 162篇 |
2008年 | 196篇 |
2007年 | 187篇 |
2006年 | 155篇 |
2005年 | 168篇 |
2004年 | 147篇 |
2003年 | 149篇 |
2002年 | 138篇 |
2001年 | 115篇 |
2000年 | 113篇 |
1999年 | 75篇 |
1998年 | 69篇 |
1997年 | 92篇 |
1996年 | 92篇 |
1995年 | 69篇 |
1994年 | 83篇 |
1993年 | 75篇 |
1992年 | 83篇 |
1991年 | 65篇 |
1990年 | 70篇 |
1989年 | 57篇 |
1988年 | 68篇 |
1987年 | 47篇 |
1986年 | 61篇 |
1985年 | 67篇 |
1984年 | 65篇 |
1983年 | 63篇 |
1982年 | 53篇 |
1981年 | 46篇 |
1980年 | 43篇 |
1979年 | 49篇 |
1978年 | 58篇 |
1977年 | 35篇 |
1976年 | 29篇 |
1975年 | 19篇 |
1948年 | 18篇 |
排序方式: 共有6812条查询结果,搜索用时 390 毫秒
241.
Michael Brock 《牛津教育评论》2013,39(3):221-232
In this paper we examine the possible explanations for the patterns of results found at Oxford, in which women students consistently achieve a lower proportion of both first and third class honours. Usual explanations that rest on socio‐biology or simple forms of socialisation are rejected in favour of an explanation which is based on the idea of a mutual determination of social structure and social being. Various hypotheses are proposed as possible explanations of the examination statistics. 相似文献
242.
Michael Schmidbauer 《Educational Media International》2013,50(1):26-27
The course consists of six terms. Each term unit consists of 13 half-hour TV lessons, produced in black and white. The first three terms were broadcast by Bayerischer Rundfunk in 1971. They will be repeated in the period September 1972-summer 1973. Terms 4–6 will be transmitted from autumn 1973 to summer 1974. Each individual programme is broadcast three times a week. 相似文献
243.
244.
Michael Grahame Moore 《The American journal of distance education》2013,27(4):177-183
Abstract This study examined the effects of cognitive load experienced by e-learners as they negotiated the tasks required for successful participation within an asynchronous course room, specifically examining the relationship between measured cognitive load and the learners' confidence in completing their course. The results indicated that learner confidence, or more specifically self-efficacy, is the single most important factor in determining the success of e-learners. It appears that insufficient time was expended orienting learners to the virtual classrooms and to the technology necessary for participation. 相似文献
245.
Michael Welton 《International Journal of Lifelong Education》2013,32(6):635-651
Educating older adults (in the so‐called third age) is becoming an increasingly important activity for the elderly, above all because it empowers them, while at the same time reducing their social exclusion. The aim of this paper is to closely examine the actual state of affairs and the education possibilities for older adults in Slovenia. The article deals with a secondary analysis of data that was collected in three Slovene researches dealing with the participation of adults in the education process in 1987, 1998 and 2004. The purpose of the analysis is to examine te changes in the participation of the older adults, their motivation for education and barriers that have dissuaded them from education. Special attention is devoted to the development of the offer of educational programmes for older adults in Slovenia. The authors state that the offer of education for older adults has improved between 1987 and 2004, while the participation has declined. The older adults mentioned a number of various barriers that represent the reasons for the decline in their participation, however the major obstacle is the low educational level of older adults. 相似文献
246.
247.
Michael Eraut 《教育政策杂志》2013,28(6):551-558
This article, written primarily from the perspective of employment‐related learning, seeks to challenge several common assumptions about the Learning Society: that learning depends on the provision of education and training, that provision is based on sufficient attention to wants and valid assessment of needs; that provision is appropriately distributed between different types of knowledge; that transfer of knowledge is an event rather than a process; that expertise can be represented in terms of propositional knowledge alone; that current job competence is an adequate basis for assessing individual capability or organizational need. An alternative conceptual framework is proposed which takes account of recent research into the complex, multifaceted nature of expertise; reframes the concept of transfer as a learning process which requires dedicated time and effort; treats individual learning for employment in terms of comprising capability, competence and understanding; clarifies the tension between short‐term efficiency and long‐term adaptability in people and organizations; and provides operational definitions for studying learning groups, learning organizations and a learning society. 相似文献
248.
249.
Michael Belsky 《Equity & Excellence in Education》2013,46(1-4):88-90
250.