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 421 毫秒
251.
252.
253.
This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas. 相似文献
254.
255.
Mark H. Salisbury Michael B. Paulsen Ernest T. Pascarella 《Research in higher education》2010,51(7):615-640
Although interest in study abroad has grown consistently in recent decades, study abroad professionals and higher education
scholars have been unable to explain or rectify the long-standing gender gap in study abroad participation. This study applies
an integrated model of the student-choice construct to explore differences between male and female intent to study abroad.
Results indicate that, not only can various forms of social and cultural capital predict student decisions about curricular
opportunities during college such as study abroad, but gender plays a substantial role in altering the ways in which those
forms of capital shape student decisions differently. These findings present a range of implications for researchers interested
in better understanding the decision making process of college students as well as study abroad professionals and national
policymakers intent on narrowing the gender gap in study abroad participation. 相似文献
256.
Scaling is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of information into a score scale, and introduces vertical scaling and its related designs and methodologies as a special type of scaling. After completion of this module, the reader should be able to understand the relationship between various types of raw scores, understand the relationship between raw scores and scale scores, construct a scale with desired properties, evaluate an existing score scale, understand how content and standards information are built into a scale, and understand how vertical scales are developed and used in practice. 相似文献
257.
258.
This article presents baseline information on the educational experiences, needs, and interests of a statewide sample of older adults with mental retardation. Data were collected through an interview with the older person with mental retardation and through a questionnaire sent to a knowledgeable other who was matched to each older adult. Findings are presented on previous educational experiences, current educational opportunities, and educational needs and interests. Results indicate that this group of older persons strongly desires continued opportunity for learning, particularly in academic and independent living areas. Two subgroups within this sample were least likely to have access to instructional opportunities: persons 55 years or older and persons living in community residences with less than 24‐hour care. Access to this instruction would improve the independence and quality of life of both these groups, as it would for the entire sample. Implications of the findings for educators in gerontology, mental retardation, and adult education are discussed. 相似文献
259.
Sue Dale Tunnicliffe Michael J. Reiss 《International Journal of Science Education》2013,35(11):1187-1200
Surprisingly few studies have looked at people's understanding of skeletons. Most of the work in this field that has been done has only involved children's understanding of human skeletons. This study looks at students' understandings of the structure of animal (including human) skeletons. A crosssectional approach was used involving a total of 175 students in England from six different age groups (ranging from 4 year olds to 20 year olds). Students were presented, on separate occasions, with specimens of a brown rat, a starling and a herring and asked to draw what they thought was inside each specimen. On a final occasion, they were also asked to draw what they thought was inside themselves. Repeated inspections of the completed drawings allowed us to construct a seven point scale of 'skeletal understanding'. Our analysis shows the extent to which student understanding increases with age and the degree to which pupils know more about human than other skeletons. The findings are interpreted with reference to current trends in English science curricula and pedagogy. We comment in particular on the current inability of most students to see the skeleton as a functional, integrated whole. 相似文献
260.