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 15 毫秒
141.
There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research. 相似文献
142.
AbstractThis article examines the ACPA/NASPA Competencies as functional protocol of the neoliberal state. Described as ‘not a checklist’, Competencies structure rubrics, conferences, jobs, and performance as static, indicative of a power/knowledge rooted in protocol. We utilize post qualitative thinking, specifically poetics, to create a series of experimentations (in)tension with Competencies. This micropolitical practice disrupts protocol, opening imaginative space for subversion, movement, and becoming?~?professional. 相似文献
143.
Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms
This study investigates whether the generation of exploratory talk in grade seven, second-language science classrooms in the Eastern Cape Province, South Africa, has a positive effect on learners in terms of their problem-solving and reasoning skills and whether socio-cultural milieus (urban, peri-urban and rural settings of schools) have an effect on any cognitive gains that may be made by learners. The findings were that there is a clear and statistically significant improvement in the mean test scores on problem-solving and reasoning of pupils who participated in the classroom discussion initiative (exploratory talk) over those of the comparison groups. This result was consistent in both the first- and second-studies that were undertaken. There was also a significant difference between the gains in problem-solving and reasoning test scores of the three socio-geographical settings in which the participating schools are found. 相似文献
144.
Viewing a hostile media bias against one’s group (e.g., political party) is a perceptual effect of media use. When it comes to the portrayal of political parties in the United States, prior research suggests that both Democrats and Republicans see mainstream media coverage as favoring the other side, regardless of the orientation of the political news coverage. Although prior research has not identified all factors that make this perceptual bias more likely, or at explaining how or why this perceptual effect occurs, we do know that it is related to one’s group identity. In this study, we examined salient predictors of hostile media bias during the 2012 presidential campaign. Individual (i.e., political cynicism) and group identity related (i.e., group status, intergroup bias, political ideology) differences of media users predicted such perceptions. But, the medium selected for political information about the campaign also mattered. The use of two media in particular—TV and social networking sites—appear to have blunted hostile media bias perceptions, whereas the use of two other media—radio and video sharing sites—appear to have accentuated perceptions that the media were biased against one’s party 相似文献
145.
Sandra K. Paul 《Publishing Research Quarterly》1990,6(4):66-68
A variety of standards organizations are moving toward a single set of standards to be used worldwide for electronic communication
of business transactions in the publishing industry.
Sandra K. Paul is president of SKP Associates, past chairperson of the National Information Standards Organization, past chairperson,
secretary, and subcommittee chair of BISAC, and treasurer of SISAC. She is also chairman of the ANSI Information Systems Standards
Board. 相似文献
146.
Paul M. Wright Mark W. Craig 《Measurement in physical education and exercise science》2013,17(3):204-219
Numerous scholars have stressed the importance of personal and social responsibility in physical activity settings; however, there is a lack of instrumentation to study the implementation of responsibility-based teaching strategies. The development, content validity, and initial inter-rater reliability testing of the Tool for Assessing Responsibility-Based Education (TARE) are described here. Inter-rater agreement was calculated for paired observations focused on 2 different teachers delivering a total of 18 separate physical education lessons for students in grades 1 through 6. Findings indicate that the Tool for Assessing Responsibility-Based Education provides scores with adequate inter-rater reliability. The procedures employed in this study proved feasible and enable observers to characterize the implementation of responsibility-based teaching in physical education. The Tool for Assessing Responsibility-Based Education has numerous research and training applications relative to the Teaching Personal and Social Responsibility model (Hellison, 2003) and the national content standards for K–12 physical education, specifically Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (National Association for Sport and Physical Education, 2004). 相似文献
147.
Dale D. Long Dr. Thomas G. Teates Paul F. Zweifel 《Journal of Science Teacher Education》1992,3(4):109-113
Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives
regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific
literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study
that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term
efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we
believe will enable the participants to make contributions to the improvement of scientific literacy for the students with
whom they work.
In short, we believe we have had two successful and worthwhile programs that have been useful and effective. 相似文献
148.
Coopetition, i.e., cooperation between competing actors, has become a pervasive strategy for innovative firms. The primary focus of studies investigating coopetition centers on inter-firm relationships, highlighting the benefits, limits and configurational patterns of cooperative relationships between competing firms. Only a small, emerging group of studies seeks to extend the concept to the intra-firm level, stressing the existence and effects of competition and cooperation between units that are part of the same organization. This paper contributes to this latter group by investigating the effects of internal coopetition on knowledge and innovation sharing and highlighting the fundamental role of knowledge brokers in managing the resulting tensions. Based on a qualitative case study of the video game publisher Ubisoft, we stress how the tensions raised by internal coopetitive settings limit knowledge sharing between units, and we analyze the mechanisms through which the knowledge broker helps to overcome these limits. We identify three main functions of this knowledge broker that allow the promotion of knowledge and innovation transfer to occur between coopeting units: (1) protecting the unit’s competitive advantage by introducing a lagging principle in the transfer process, (2) reducing sharing costs by standardizing innovative solutions, and (3) enhancing awareness of and trust in innovative solutions by centralizing knowledge diffusion. 相似文献
149.
Dr. C. Paul Newhouse 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):209-219
This paper reports on the findings of a 1999 study that set out to investigate the current perceptions of students and teachers towards the use of portable computers at a secondary school. The aim was to compare these with the findings of a 1995 study carried out by the researcher at the same school. Data were collected from 102 Year Twelve students (17 year old), 104 Year Eight students (13 year old) and 40 teachers. The results indicated that for the Year Twelve students the computers had been of limited value while the Year Eight students appeared to be divided with about a quarter indicating negative attitudes. For the younger students the computers appeared to be used more often and for a greater range of tasks. Many teachers indicated concerns about the management of computers in the classroom and linking computer use to learning outcomes. These perceptions underline the need for targeted professional development, systematic support for the development of student computer-related skills, and changes in the curriculum towards more learner-centred approaches. 相似文献
150.
Ford P De Ste Croix M Lloyd R Meyers R Moosavi M Oliver J Till K Williams C 《Journal of sports sciences》2011,29(4):389-402
Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence. 相似文献