全文获取类型
收费全文 | 3978篇 |
免费 | 49篇 |
国内免费 | 4篇 |
专业分类
教育 | 2906篇 |
科学研究 | 271篇 |
各国文化 | 70篇 |
体育 | 360篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 386篇 |
出版年
2023年 | 14篇 |
2022年 | 21篇 |
2021年 | 42篇 |
2020年 | 69篇 |
2019年 | 115篇 |
2018年 | 138篇 |
2017年 | 154篇 |
2016年 | 133篇 |
2015年 | 92篇 |
2014年 | 127篇 |
2013年 | 913篇 |
2012年 | 117篇 |
2011年 | 101篇 |
2010年 | 86篇 |
2009年 | 101篇 |
2008年 | 122篇 |
2007年 | 111篇 |
2006年 | 103篇 |
2005年 | 98篇 |
2004年 | 90篇 |
2003年 | 75篇 |
2002年 | 78篇 |
2001年 | 52篇 |
2000年 | 62篇 |
1999年 | 62篇 |
1998年 | 45篇 |
1997年 | 44篇 |
1996年 | 61篇 |
1995年 | 47篇 |
1994年 | 51篇 |
1993年 | 34篇 |
1992年 | 50篇 |
1991年 | 36篇 |
1990年 | 44篇 |
1989年 | 36篇 |
1988年 | 29篇 |
1987年 | 24篇 |
1986年 | 27篇 |
1985年 | 23篇 |
1984年 | 21篇 |
1983年 | 15篇 |
1982年 | 24篇 |
1981年 | 29篇 |
1980年 | 27篇 |
1979年 | 18篇 |
1978年 | 21篇 |
1976年 | 19篇 |
1975年 | 14篇 |
1974年 | 20篇 |
1973年 | 15篇 |
排序方式: 共有4031条查询结果,搜索用时 0 毫秒
971.
A Complexity Approach Toward Mind–Brain–Education (MBE); Challenges and Opportunities in Educational Intervention and Research 下载免费PDF全文
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014. 相似文献
972.
Brit Toven-Lindsey Marc Levis-Fitzgerald Paul H. Barber Tama Hasson 《CBE life sciences education》2015,14(2)
The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. 相似文献
973.
974.
Michèle Cowan Nasir Nisar Arain Tawfic Samer Abu Assale Abdulelah Hassan Assi Raed Alwai Albar Paul K. Ganguly 《Anatomical sciences education》2010,3(5):272-275
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists. 相似文献
975.
A simple transfer function has been used to predict indoor temperature and humidity from outdoor climate. Using downscaled output from the Hadley Model (HadCM3) changes in indoor climate through to 2100 were predicted for an idealised unheated room at a number of European sites. The potential threats to paper and the risk of salt damage were predicted using damage functions. Although paper faces an increased risk in some temperate locations, salt weathering can increase or decrease dependent on location. Many future indoor climates may already exist at other locations, so communication throughout the heritage sector offers examples for the management of future challenges. Climate change is relatively slow so there is ample time for the adoption of good practices at these locations. 相似文献
976.
For more than 150 years, the United States Government Printing Office (GPO), along with its Federal Depository Library Program (FDLP), has supported an informed citizenry and democracy by ensuring access and preservation to a broad swath of federal government information. This collaborative national public information program between local libraries and the national government, if it is to survive beyond its second century of service, must overcome profound challenges within a rapidly evolving complex of e-government policies and principles. The FDLP can (and must) find a way to serve its traditional values – permanent and public access to government information – that allows for growth and change within the demands of a dynamic electronic environment between the governors and the governed. 相似文献
977.
This study examined the nature, occurring contexts, and psychological implications of weight-related teasing in urban physical education programs. Semistructured interviews were conducted with 47 participants from a large urban school district. Data were analyzed using inductive analysis and constant comparisons. Most overweight adolescents experienced many different types of teasing in physical education. Victims of teasing felt hurt and experienced uncomfortable feelings due to social comparisons. Overweight students who were not teased reported a variety of reasons. Teachers lacked awareness of and strategies to handle teasing of overweight students. There is a need to implement preventive policies and rules to eliminate weight-related teasing and create inclusive physical education environments. 相似文献
978.
Based on Nonaka’s knowledge spiral, this paper examines how processes of knowledge creation contribute to success in academia.
It presents the outcomes of an in-depth exploration of the workings of the knowledge spiral in a university research institute.
The research shows the outstanding but undervalued importance of socialization processes. It also shows that, while research
success is typically defined at the interplay of the individual, group and institutional levels, in the institute that was
examined none of the four knowledge creation processes (socialization, externalization, combination and internalization) appears
to run smoothly at the institutional level. 相似文献
979.
This study examined relationships between important aspects of a university education and the assessment and development of
generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a research-intensive
university in Australia were administered the Graduate Skills Assessment to measure four generic skills—critical thinking,
interpersonal understandings, problem solving and written communication. As expected, students’ grade point average was generally
found to be significantly related to scores for all four skill scales both within each discipline area and across the total
sample. Reporting of academic achievement through the GPA therefore provides some measure of students’ generic skill levels.
However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment.
In addition, we found only limited evidence that students’ skill levels increased with progression through their studies,
with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary
variations in students’ skill scores. Results are discussed with respect to theoretical, practical and methodological implications. 相似文献
980.
The reported study compared the instructional effectiveness of Modern English explanatory interpretations of Shakespearean
play extracts integrated line by line into original Elizabethan English text, with a conventional unguided original text condition.
Experiment 1 demonstrated that the explanatory notes group reported a lower cognitive load and performed better in a comprehension
test than the control group when students had no prior knowledge of the text. In Experiment 2, a reverse effect occurred when
the same material was presented to a group of Shakespearean experts. Experiment 3 replicated the results of Experiment 1 using
a different Shakespearean play. The study demonstrated that the relative effectiveness of instructional conditions depended
on learner levels of expertise. In accordance with the expertise reversal effect, the benefits of guided instruction reversed
and became detrimental for learners with high prior knowledge levels. Retrospective verbal protocols indicated that the explanations
were redundant for expert readers. 相似文献