全文获取类型
收费全文 | 19400篇 |
免费 | 288篇 |
国内免费 | 26篇 |
专业分类
教育 | 13747篇 |
科学研究 | 1891篇 |
各国文化 | 223篇 |
体育 | 1642篇 |
综合类 | 10篇 |
文化理论 | 206篇 |
信息传播 | 1995篇 |
出版年
2021年 | 206篇 |
2020年 | 342篇 |
2019年 | 459篇 |
2018年 | 580篇 |
2017年 | 595篇 |
2016年 | 588篇 |
2015年 | 385篇 |
2014年 | 483篇 |
2013年 | 3570篇 |
2012年 | 461篇 |
2011年 | 501篇 |
2010年 | 426篇 |
2009年 | 370篇 |
2008年 | 446篇 |
2007年 | 411篇 |
2006年 | 379篇 |
2005年 | 363篇 |
2004年 | 362篇 |
2003年 | 342篇 |
2002年 | 304篇 |
2001年 | 548篇 |
2000年 | 392篇 |
1999年 | 321篇 |
1998年 | 184篇 |
1997年 | 241篇 |
1996年 | 220篇 |
1995年 | 182篇 |
1994年 | 215篇 |
1993年 | 169篇 |
1992年 | 257篇 |
1991年 | 249篇 |
1990年 | 251篇 |
1989年 | 248篇 |
1988年 | 222篇 |
1987年 | 202篇 |
1986年 | 220篇 |
1985年 | 265篇 |
1984年 | 219篇 |
1983年 | 206篇 |
1982年 | 174篇 |
1981年 | 159篇 |
1980年 | 154篇 |
1979年 | 207篇 |
1978年 | 175篇 |
1977年 | 143篇 |
1976年 | 117篇 |
1975年 | 130篇 |
1974年 | 110篇 |
1973年 | 116篇 |
1971年 | 106篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
971.
972.
AbstractThe term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments. 相似文献
973.
974.
975.
976.
Shannon D. Snapp Hilary Burdge Adela C. Licona Raymond L. Moody Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265
Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed. 相似文献
977.
Nuria Calet Nicolás Gutiérrez-Palma Ian C. Simpson M. Carmen González-Trujillo Sylvia Defior 《Scientific Studies of Reading》2015,19(1):51-71
Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed. 相似文献
978.
Chris Linder Jessica C. Harris Evette L. Allen Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194
In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation. 相似文献
979.
The article presents an account of how action learning principles were implemented to alleviate complex problems in universities. It focuses on the registrars and administrators under the academic Registrar's department. The Marquardt model of action learning was used in combination with the constructivist theories of learning, namely community of practice, experiential learning, discovery learning, problem-based learning and situated learning. The importance of culture and knowledge sharing is also highlighted. The results indicate that action learning contributes to problem-solving. The community of practice creates a conducive environment for successful implementation of action learning, and different organizational cultures impact on the implementation of action learning. 相似文献
980.
Ruth Neustifter Markie L.C. Blumer Jessica O'Reilly Francisco Ramirez 《Sex education》2015,15(5):540-552
The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed. 相似文献