全文获取类型
收费全文 | 10470篇 |
免费 | 132篇 |
国内免费 | 22篇 |
专业分类
教育 | 7763篇 |
科学研究 | 664篇 |
各国文化 | 164篇 |
体育 | 856篇 |
综合类 | 4篇 |
文化理论 | 118篇 |
信息传播 | 1055篇 |
出版年
2022年 | 53篇 |
2021年 | 103篇 |
2020年 | 159篇 |
2019年 | 260篇 |
2018年 | 330篇 |
2017年 | 346篇 |
2016年 | 360篇 |
2015年 | 215篇 |
2014年 | 282篇 |
2013年 | 2339篇 |
2012年 | 244篇 |
2011年 | 261篇 |
2010年 | 270篇 |
2009年 | 264篇 |
2008年 | 294篇 |
2007年 | 266篇 |
2006年 | 214篇 |
2005年 | 214篇 |
2004年 | 207篇 |
2003年 | 181篇 |
2002年 | 204篇 |
2001年 | 163篇 |
2000年 | 197篇 |
1999年 | 157篇 |
1998年 | 125篇 |
1997年 | 123篇 |
1996年 | 129篇 |
1995年 | 117篇 |
1994年 | 126篇 |
1993年 | 110篇 |
1992年 | 112篇 |
1991年 | 149篇 |
1990年 | 114篇 |
1989年 | 102篇 |
1988年 | 81篇 |
1987年 | 112篇 |
1986年 | 96篇 |
1985年 | 106篇 |
1984年 | 106篇 |
1983年 | 102篇 |
1982年 | 85篇 |
1981年 | 88篇 |
1980年 | 66篇 |
1979年 | 81篇 |
1978年 | 94篇 |
1977年 | 87篇 |
1976年 | 66篇 |
1975年 | 64篇 |
1974年 | 51篇 |
1973年 | 45篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Juan S. Muñoz Rosario Ordoñez Jasis Patricia A. Young Peter McLaren 《The Urban Review》2004,36(3):169-187
Four ethnically diverse faculty members in the field of education discuss the professional impact and personal affects of introducing critical themes of race, class, gender, and culture within their research and course offerings. Given that the professional outlook for university faculty of color in general, is grim, a willingness to imbue their research and courses with a critical interrogation of prevailing education topics and theories would seem to invite greater personal risk and professional jeopardy. The following dialogue introduces both the mechanisms by which critical faculty in general, and faculty of color in particular, can be conditioned to subordinate their critical impulses and the strategies they use to resist academic cultures of domestication. 相似文献
992.
Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment. 相似文献
993.
994.
W. James Popham 《Educational technology research and development : ETR & D》1967,15(4):402-411
Summary For several reasons there has been a marked increase in the activities associated with the systematic development of instructional
products. A prime factor impeding the advancement of the field is the shortage of adequately trained personnel. Two quite
different schemes for training instructional product developers were described with the hope that comparable training programs
might be instituted elsewhere to prepare the much needed product development specialist. 相似文献
995.
James Hartley Research Professor 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):535-536
O'Neill, Harold F & Perez, Ray ed (2003) Technology applications in education Erlbaum (Mahwah NJ (& Eurospan, London)) ISBN 0-8058-3649-7 372 pp $79.95 boards
http://www.erlbaum.com orders@erlbaum.com http://www.eurospan.co.uk orders@eurospan.co.uk 相似文献
http://www.erlbaum.com orders@erlbaum.com http://www.eurospan.co.uk orders@eurospan.co.uk 相似文献
996.
997.
A sample of college-bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items 相似文献
998.
999.
National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method. 相似文献
1000.