全文获取类型
收费全文 | 9099篇 |
免费 | 426篇 |
国内免费 | 4篇 |
专业分类
教育 | 7346篇 |
科学研究 | 526篇 |
各国文化 | 184篇 |
体育 | 560篇 |
综合类 | 1篇 |
文化理论 | 58篇 |
信息传播 | 854篇 |
出版年
2022年 | 33篇 |
2021年 | 89篇 |
2020年 | 152篇 |
2019年 | 299篇 |
2018年 | 319篇 |
2017年 | 388篇 |
2016年 | 286篇 |
2015年 | 293篇 |
2014年 | 349篇 |
2013年 | 2300篇 |
2012年 | 292篇 |
2011年 | 279篇 |
2010年 | 266篇 |
2009年 | 266篇 |
2008年 | 310篇 |
2007年 | 232篇 |
2006年 | 231篇 |
2005年 | 211篇 |
2004年 | 195篇 |
2003年 | 136篇 |
2002年 | 141篇 |
2001年 | 116篇 |
2000年 | 142篇 |
1999年 | 124篇 |
1998年 | 85篇 |
1997年 | 89篇 |
1996年 | 107篇 |
1995年 | 91篇 |
1994年 | 95篇 |
1993年 | 71篇 |
1992年 | 91篇 |
1991年 | 81篇 |
1990年 | 98篇 |
1989年 | 74篇 |
1988年 | 59篇 |
1987年 | 57篇 |
1986年 | 58篇 |
1985年 | 68篇 |
1984年 | 51篇 |
1983年 | 38篇 |
1982年 | 47篇 |
1981年 | 54篇 |
1980年 | 49篇 |
1979年 | 45篇 |
1978年 | 43篇 |
1977年 | 28篇 |
1976年 | 29篇 |
1974年 | 37篇 |
1973年 | 25篇 |
1971年 | 26篇 |
排序方式: 共有9529条查询结果,搜索用时 0 毫秒
981.
Agnes Kukulska‐Hulme Anne Jelfs Elizabeth Mallett Dawn Holland 《Learning, Media and Technology》2004,29(2):125-137
The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system. 相似文献
982.
John‐Paul Hatala 《Performance Improvement Quarterly》2005,18(4):50-70
ABSTRACT The present study sought to add to our knowledge about forces that negatively affect an individual's decision to start a business by identifying barriers they encounter. By identifying barriers to starting a business, we stand to learn much about how an individual identifies, confronts, and responds to decisions which may seem to be beyond their control. Such data will be instrumental in developing practical applications for helpingindividuals overcome unresolved barriers that potentially prevent them from starting a business. An instrument was developed utilizing factor analysis and yielded a six‐barrier construct. The barriers identified in this study were: lack of confidence, personal problems, lack of skills, start‐up logistics, financial needs and time constraints. In addition, the instrument was also administered to a test group of new entrepreneurs participating in a training program to determine pre‐ and post‐test intervention effects. The study concludes with suggestions for further development of the BEST tool as well as practical applications for program planners. 相似文献
983.
Ingrid Guerra Mariano Bernrdez Michael Jones Suhail Zidan 《Performance Improvement Quarterly》2005,18(3):76-99
ABSTRACT This case study illustrates the application of Mega—adding measurable value for all stakeholders including society—as the central and ultimate focus for needs assessment. In this case, two needs assessment studies were conducted within a five‐year period (1999–2003) with the State of Ohio's Workforce Development (WD) program. An initial needs assessment based on Mega outcomes—high quality of life for Ohio taxpayers and public employees though the services they provide—was conducted in 1999, identifying shared strategic goals to focus management‐labor partnership initiatives. A Mega‐centered data collection matrix was used as the basis for discussions with stakeholders in order to determine the key areas of Ohio's Workforce Development to be included in the study. In 2003, a follow‐up needs assessment based on the same data collection matrix was designed to determine the improvements made since that time, the areas with the most critical performance gaps, demographic changes, and future trends affecting Workforce Development beneficiaries and stakeholders. 相似文献
984.
985.
986.
Paul Leng Michael Shave Helmut Schauer Joerg R. Muehlbacher Robert Aiken 《Education and Information Technologies》1999,4(1):33-47
In this paper we describe a pedagogic experiment, intended to support and encourage interactive group discussion among students from different universities, in different countries, in what we call Internet Seminars. In an Internet Seminar students and teachers cooperate via the Internet to research and discuss a common subject. In the case discussed here, the chosen subject, 'Teleworking' was selected as one which would have particular resonance with the medium of the seminar, and also as being a topic which is not, as yet, part of the mainstream teaching curriculum. The aims of the seminar, however, were not only or even primarily concerned with the subject material. We also hoped to encourage and help the students develop the transferable skills of project planning, research, team-working and communication, with the added stimulus of working in a multinational context. We describe the form of the seminar, report on its outcomes, and comment on the successes and failures of our approach. © 1999 IFIP, published by Kluwer Academic Publishers 相似文献
987.
The aim of this study was to examine whether motivational‐emotional variables such as intrinsic orientation toward schoolwork, Mathematics anxiety, academic self‐esteem, attribution of success and failure in Mathematics and situational interest in Mathematics could differentiate different groups of mathematically gifted pupils. The research was based, theoretically, on an interactional model of giftedness. The sample consisted of 147 selected primary school pupils (9‐10 years of age) who were assigned to the following groups for comparison: mathematically gifted achievers (n = 31), mathematically gifted under‐achievers (n = 31) and mathematically non‐gifted pupils (n = 85). The results of a discriminant analysis show that the gifted pupils differ from the non‐gifted ones in attaining higher levels of intrinsic orientation toward Mathematics, lower Mathematics anxiety, lower attribution of success to external factors and effort, as well as in lower attribution of failure to external factors and abilities. Also, gifted achievers have lower attribution of success to effort than gifted under‐achievers and non‐gifted pupils. 相似文献
988.
989.
Marcie J. Bober Howard J. Sullivan Deborah L. Lowther Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97
This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University. 相似文献
990.
Wendy Lam Yuen‐Kwan 《Asia-Pacific Journal of Teacher Education》1998,26(1):65-73
The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses. 相似文献