全文获取类型
收费全文 | 926篇 |
免费 | 32篇 |
专业分类
教育 | 755篇 |
科学研究 | 8篇 |
各国文化 | 17篇 |
体育 | 40篇 |
文化理论 | 4篇 |
信息传播 | 134篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 12篇 |
2021年 | 19篇 |
2020年 | 47篇 |
2019年 | 48篇 |
2018年 | 68篇 |
2017年 | 81篇 |
2016年 | 59篇 |
2015年 | 40篇 |
2014年 | 50篇 |
2013年 | 188篇 |
2012年 | 29篇 |
2011年 | 30篇 |
2010年 | 18篇 |
2009年 | 21篇 |
2008年 | 28篇 |
2007年 | 10篇 |
2006年 | 19篇 |
2005年 | 23篇 |
2004年 | 28篇 |
2003年 | 20篇 |
2002年 | 13篇 |
2001年 | 10篇 |
2000年 | 11篇 |
1999年 | 12篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有958条查询结果,搜索用时 15 毫秒
121.
Michelle Dalton Alexander Kouker Martin O'Connor 《New Review of Academic Librarianship》2016,22(2-3):148-159
ABSTRACTBlogging has been associated with the Library and Information Science (LIS) community for some time now. Libfocus.com is an online blog that was founded in 2011. Its goal was to create a communal communication space for LIS professionals in Ireland and beyond, to share and discuss issues and ideas. The content of the blog is curated by an editorial team and features guest bloggers from across all sectors and experience levels. Using a qualitative methodological approach, open-ended surveys were conducted with twelve previous guest bloggers, in order to explore how and why Irish-based LIS professionals choose to communicate through blogging. It is hoped that this evidence will provide a greater understanding of both the value and effectiveness of blogging as an outreach and communication tool within the profession, helping both libraries and librarians to be more strategic in their use of it as a medium. 相似文献
122.
This article describes an exploratory study of the research behaviors of sophomore students at a small liberal arts college. In light of the transitional nature of the sophomore year and the limited data available on the research practices of sophomores, the authors sought to better understand the following: Students’ topic selection, help-seeking behavior, types of sources consulted, source selection criteria, research challenges, and changes in information-seeking behavior from the first year to the sophomore year. This article describes findings from a survey and in-depth interviews, and it offers recommendations for further research. 相似文献
123.
In this article two different accounts are juxtaposed. In one, we use a variety of texts to narrate the story of Joanne, a woman undergraduate student of mathematics. Like many of our mature students Joanne came to the university with a ‘non‐traditional’ academic background. We describe how Joanne developed as a learner of mathematics and connect this to our ways of working in the undergraduate mathematics classroom. We believe that our pedagogy is unusual outside (some) school classrooms and suggest it allows our students to develop positive ‘disciplinary relationships’. In the other, we grapple with the issues raised by telling other people’s stories especially when we are also characters within it. Our intention has been that, in interweaving these two threads, each helps us understand more about the other. 相似文献
124.
Smith DW Letourneau EJ Saunders BE Kilpatrick DG Resnick HS Best CL 《Child abuse & neglect》2000,24(2):273-287
OBJECTIVE: This study sought to gather representative data regarding the length of time women who were raped before age 18 delayed prior to disclosing such rapes, whom they disclosed to, and variables that predicted disclosure within 1 month. METHOD: Data were gathered from 3,220 Wave II respondents from the National Women's Study (Resnick, Kilpatrick, Dansky, Saunders, & Best, 1993), a nationally representative telephone survey of women's experiences with trauma and mental health. Of these, 288 retrospectively reported at least one rape prior to their 18th birthday. Details of rape experiences were analyzed to identify predictors of disclosure within 1 month. RESULTS: Fully 28% of child rape victims reported that they had never told anyone about their child rape prior to the research interview; 47% did not disclose for over 5 years post-rape. Close friends were the most common confidants. Younger age at the time of rape, family relationship with the perpetrator, and experiencing a series of rapes were associated with disclosure latencies longer than 1 month; shorter delays were associated with stranger rapes. Logistic regression revealed that age at rape and knowing the perpetrator were independently predictive of delayed disclosure. CONCLUSIONS: Delayed disclosure of childhood rape was very common, and long delays were typical. Few variables were identified that successfully predicted disclosure behavior, but older age and rape by a stranger were associated with more rapid disclosure. This suggests that the likelihood of disclosure in a given case is difficult to estimate, and predictions based on single variables are unwarranted. 相似文献
125.
Lauren A. Barth-Cohen Michelle K. Smith Daniel K. Capps Justin D. Lewin Jonathan T. Shemwell MacKenzie R. Stetzer 《Journal of Science Education and Technology》2016,25(1):50-61
There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction. 相似文献
126.
Instructional Science - While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via... 相似文献
127.
The measurement of students' social support has become a popular topic in education and psychology, yet measurement tools in this area are limited. In this study, we use a large, representative sample to conduct confirmatory factor, reliability, and correlational analyses of scores on the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, Elliott, & Nolten, 1999). These analyses revealed evidence of reliability, a four‐factor structure (Parent, Teacher, Classmate, and Close Friend subscales), and construct validity. The results of this study indicate that the CASSS covaries as predicted with the clinically important constructs of self‐concept, social skills, and behavioral indicators. There is evidence that the CASSS can be used to understand children and adolescents' perceived social support. © 2002 John Wiley & Sons, Inc. 相似文献
128.
Michelle Fava 《The International Journal of Art & Design Education》2020,39(2):319-332
This research surveys changing attitudes to drawing pedagogy, in the context of digitisation, moves toward student‐centred learning in art & design higher education, and anecdotal reports of declining competence. Based on student, teacher and examiner’s experiences, it has been possible to gain insights into how drawing instruction has changed over the past generation. This article examines the attitudes, values and concerns of students and educators regarding drawing instruction. The study reveals that, in the UK, drawing skills are considered to be gradually declining, while traditional notions of skill are called into question. Drawing as a means of visual recording, representation and communication remains valued, although no longer essential as it once was; drawing to augment thought process is increasingly recognised as an integral skill which enables innovation. The latter is rarely ‘taught’ but relies on core competencies that many lecturers fear are being eroded. Increasing value is placed on drawing ‘as process’, as provision is moving towards individualised instruction requiring students to work independently. While new technologies are a factor, this article re‐frames the issue as an imbalance between creative outcomes and creative process, with a disparity between school and university levels. This article calls for a renewed emphasis on ‘drawing as process’ as preparation for university, and for further consideration of the core competencies underpinning the use of drawing as a tool of thought, and how these might be standardised. 相似文献
129.
Once upon a time, there was a little girl; once upon a time, she was polishing her nail in her yard with her friend like a young woman; once upon a time, this world is such a beautifill and perfect place for her; once upon a time, she was me.Once upon a time, she sang loud and clear with her little voice as if she had been the greatest singer in the world without shyness; once upon a time, she has so many dreams to be fulfilled; once upon a time, she has a heart as pure as an mborn baby. 相似文献
130.