全文获取类型
收费全文 | 10070篇 |
免费 | 114篇 |
国内免费 | 122篇 |
专业分类
教育 | 6393篇 |
科学研究 | 1234篇 |
各国文化 | 89篇 |
体育 | 1631篇 |
综合类 | 19篇 |
文化理论 | 66篇 |
信息传播 | 874篇 |
出版年
2021年 | 79篇 |
2020年 | 154篇 |
2019年 | 198篇 |
2018年 | 279篇 |
2017年 | 279篇 |
2016年 | 261篇 |
2015年 | 182篇 |
2014年 | 233篇 |
2013年 | 1553篇 |
2012年 | 211篇 |
2011年 | 223篇 |
2010年 | 190篇 |
2009年 | 208篇 |
2008年 | 189篇 |
2007年 | 180篇 |
2006年 | 198篇 |
2005年 | 170篇 |
2004年 | 379篇 |
2003年 | 349篇 |
2002年 | 335篇 |
2001年 | 400篇 |
2000年 | 240篇 |
1999年 | 162篇 |
1998年 | 106篇 |
1997年 | 97篇 |
1996年 | 96篇 |
1995年 | 107篇 |
1994年 | 101篇 |
1993年 | 77篇 |
1992年 | 152篇 |
1991年 | 118篇 |
1990年 | 135篇 |
1989年 | 149篇 |
1988年 | 110篇 |
1987年 | 129篇 |
1986年 | 120篇 |
1985年 | 135篇 |
1984年 | 119篇 |
1983年 | 123篇 |
1982年 | 96篇 |
1981年 | 81篇 |
1980年 | 90篇 |
1979年 | 134篇 |
1978年 | 87篇 |
1977年 | 72篇 |
1976年 | 89篇 |
1975年 | 65篇 |
1974年 | 72篇 |
1973年 | 68篇 |
1971年 | 66篇 |
排序方式: 共有10000条查询结果,搜索用时 7 毫秒
91.
P. REYNOLDS 《Teaching Statistics》1979,1(2):50-52
‘But how is statistics used in practice?’ ask our pupils. Peter Reynolds outlines two applications that landed on his desk. 相似文献
92.
93.
94.
P. J. van Eijl 《Higher Education》1986,15(5):449-457
A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients. 相似文献
95.
Christopher P. Dwyer 《Irish Educational Studies》2019,38(2):213-217
This review examines Psychology and the Study of Education: Critical Perspectives on Developing Theories, a collection of academic articles edited by Cathal Ó Siochrú. The collection comprehensively considers wide-ranging topics pertinent to the psychology of education, with a target audience of educators and students wishing to learn more about psychology. The review evaluates the collection as an integrated work of entries and analyses each component chapter; recognising the success of the collection with respect to its aim of challenging readers to critically reflect upon and consider the value of psychology in both understanding and influencing education. The book transcends the common formula of academic article collections in this area by being presented in a somewhat conversational manner, making it both interesting and accessible. The book is recommended for anyone interested in the psychology of education and for anyone who values the advancement of learning and teaching. 相似文献
96.
97.
SONGGuangshi 《重庆大学学报(英文版)》2004,3(1):108-112
Supplementary annotations on special forms 1to 4, discussion on the general characteristics of K(t) and K(t,t′), and analyses on two noticeable limits are presented in this part. It is demonstrated that strong and weak parabolic transforms can beemployed to change the standard form of a multi-variable indeterminate form into χ^mK type, hence to derive the standardformulae of the limit and the differential. 相似文献
98.
99.
Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,... 相似文献
100.
The present study examined characteristics of students who took advantage of the opportunity to learn Algebra II from a highly skilled teacher. In particular, student information was gathered concerning: (a) the amount of mathematics students knew prior to the class, (b) their motivation for learning mathematics, (c) the number and types of interactions they had with the teacher during class, (d) degree of self-regulation, and (e) general aptitude. A model for achievement was used that suggests both opportunity and propensity are important (i.e., students must be willing and able to take advantage of opportunity). Support for the model was found. Propensity to take advantage of a highly favorable opportunity accounted for almost sixty percent of the variance in achievement. In particular, students who were self-regulated, had strong mathematics backgrounds, and had low levels of frustration benefited more from high-quality instruction. 相似文献