全文获取类型
收费全文 | 17838篇 |
免费 | 213篇 |
国内免费 | 130篇 |
专业分类
教育 | 11770篇 |
科学研究 | 2147篇 |
各国文化 | 139篇 |
体育 | 2176篇 |
综合类 | 22篇 |
文化理论 | 117篇 |
信息传播 | 1810篇 |
出版年
2022年 | 106篇 |
2021年 | 175篇 |
2020年 | 276篇 |
2019年 | 365篇 |
2018年 | 554篇 |
2017年 | 530篇 |
2016年 | 512篇 |
2015年 | 328篇 |
2014年 | 473篇 |
2013年 | 2864篇 |
2012年 | 401篇 |
2011年 | 434篇 |
2010年 | 363篇 |
2009年 | 372篇 |
2008年 | 396篇 |
2007年 | 342篇 |
2006年 | 346篇 |
2005年 | 305篇 |
2004年 | 524篇 |
2003年 | 463篇 |
2002年 | 453篇 |
2001年 | 575篇 |
2000年 | 402篇 |
1999年 | 314篇 |
1998年 | 191篇 |
1997年 | 214篇 |
1996年 | 192篇 |
1995年 | 173篇 |
1994年 | 185篇 |
1993年 | 137篇 |
1992年 | 290篇 |
1991年 | 229篇 |
1990年 | 241篇 |
1989年 | 280篇 |
1988年 | 229篇 |
1987年 | 225篇 |
1986年 | 222篇 |
1985年 | 232篇 |
1984年 | 192篇 |
1983年 | 205篇 |
1982年 | 155篇 |
1981年 | 150篇 |
1980年 | 147篇 |
1979年 | 225篇 |
1978年 | 146篇 |
1977年 | 133篇 |
1976年 | 140篇 |
1975年 | 113篇 |
1974年 | 128篇 |
1973年 | 120篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Undergraduate biology education is often viewed as being focused on memorization rather than development of students’ critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the literature on its effects in biology education is sparse, we performed a comprehensive analysis of this intervention on a primary literature–based exam across three large-enrollment laboratory courses. Although students believed open-note testing would impact exam scores, we found no effect on performance, either overall or on questions of nearly all Bloom’s levels. Open-note testing also produced no advantage when examined under a variety of parameters, including research experience, grade point average, course grade, prior exposure to primary literature–focused laboratory courses, or gender. Interestingly, we did observe small differences in open- and closed-note exam performance and perception for students who experienced open-note exams for an entire quarter. This implies that student preparation or in-test behavior can be altered by exposure to open-note testing conditions in a single course and that increased experience may be necessary to truly understand the impact of this intervention. 相似文献
992.
Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
993.
Tanya Anne Serry Anne Castles Fiona K. Mensah Edith L. Bavin Patricia Eadie Angela Pezic 《Australian Journal of Learning Difficulties》2015,20(1):83-102
The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. 相似文献
994.
N. Unni C. Sumithra R. Lakshman Lakshmi N. Leela Menon K. N. Subhakumari V. S. Sheejamol 《Indian journal of clinical biochemistry : IJCB》2015,30(2):161-166
PCOS is a heterogeneous endocrine disorder with diverse clinical presentation. Oxidative stress plays a key role in the pathophysiology of this disease. Serumhigh sensitive C-reactive protein (hsCRP), a marker of chronic low grade inflammation, is indicative of future development of cardiovascular disease. Our aim is to evaluate the oxidant status and hsCRP levels in PCOS. The study involved 61 cases and 61 controls in the age group of 18–40 years diagnosed with PCOS. Erythrocyte malondialdehyde (MDA), superoxide dismutase (SOD), serum hsCRP, gonadotrophins, thyroid stimulating hormone, prolactin, glycemic status and lipid profile were estimated. Erythrocyte MDA (p < 0.001), SOD (p = 0.007) and serum hsCRP (p < 0.001) were significantly elevated in PCOS patients than controls. Oxidative stress is present in women with PCOS along with elevated hsCRP. 相似文献
995.
A. V. Shvets D. A. Devyatkin I. V. Smirnov I. A. Tikhomirov K. V. Popov K. N. Yarygin 《Scientific and Technical Information Processing》2015,42(5):359-366
This paper provides an overview of the methods and systems that are applied for scientometric analysis of scientific publications. Methods to identify promising research directions are described. The results of an experimental study aimed at determining the directions of scientific research within the subject area of “regenerative medicine” by using various methods are presented. Conclusions are made about the prospects and shortcomings of the applied methods. Directions for further research are proposed. 相似文献
996.
Robert P. Holley 《图书馆管理杂志》2015,55(7):595-603
Teaching the introductory LIS management course may be the most challenging assignment for LIS professors because of the breadth of the subject, the probabilistic nature of management principles, and the differing management environments of LIS organizations. The best teaching strategy is to describe honestly to students the benefits and limitations of the course and to focus on the achievable objectives of introducing students to core management concepts, providing skill enhancement, and encouraging them to evaluate their management potential. The article discusses the difficulties of teaching leadership skills, the limits imposed by student competencies, and the impact of the professor's background on course content. 相似文献
997.
K. I. Belousov D. A. Baranov N. L. Zelyanskaya T. V. Karlina 《Scientific and Technical Information Processing》2015,42(4):299-305
The experience from the application of the OKVED 2 economic classifier for indexing scientific publications is considered. More than 9500 articles on the subject of “Automation. Computer Engineering” in authoritative Russian magazines were the material for the study. Some means for the comparative analysis of economic statistics and results of the classification of scientific publications are shown. 相似文献
998.
Are LIS graduates being adequately prepared to work in the information workplace? While students are absorbing valuable knowledge, library school curricula do not foster the essential soft skills students need to thrive in their post-graduate careers. However by being an active member of a graduate student organization, future LIS professionals can gain and hone effective soft skills, such as communication, initiative, curiosity, understanding, and the means to deal with mistakes, while adopting responsibilities that will all ultimately translate to success in the professional workplace, particularly in their first positions following graduation. 相似文献
999.
1000.
The tablet computer offers options for streaming TV programming that potentially alters viewing behaviors compared to the traditional television set, yet there is a dearth of research related to this viewing alternative. This study uses a national sample of adult iPad owners to investigate the tablet's role as a TV. The frameworks of continuity-discontinuity, use-diffusion, and attention and absorption to programming are applied to uncover where the tablet fits into the current repertoire of viewing devices, and how individuals are engaging with traditional TV programming through it. Results show that overall, the tablet's functionality as a TV can lead to experiential differences. 相似文献