全文获取类型
收费全文 | 1713篇 |
免费 | 40篇 |
国内免费 | 2篇 |
专业分类
教育 | 1257篇 |
科学研究 | 137篇 |
各国文化 | 30篇 |
体育 | 154篇 |
文化理论 | 21篇 |
信息传播 | 156篇 |
出版年
2022年 | 10篇 |
2021年 | 15篇 |
2020年 | 31篇 |
2019年 | 45篇 |
2018年 | 56篇 |
2017年 | 78篇 |
2016年 | 58篇 |
2015年 | 40篇 |
2014年 | 45篇 |
2013年 | 391篇 |
2012年 | 49篇 |
2011年 | 54篇 |
2010年 | 35篇 |
2009年 | 47篇 |
2008年 | 41篇 |
2007年 | 37篇 |
2006年 | 35篇 |
2005年 | 34篇 |
2004年 | 32篇 |
2003年 | 43篇 |
2002年 | 33篇 |
2001年 | 14篇 |
2000年 | 18篇 |
1999年 | 32篇 |
1998年 | 23篇 |
1997年 | 22篇 |
1996年 | 20篇 |
1995年 | 14篇 |
1994年 | 9篇 |
1993年 | 20篇 |
1992年 | 20篇 |
1991年 | 16篇 |
1990年 | 21篇 |
1989年 | 27篇 |
1988年 | 14篇 |
1987年 | 14篇 |
1986年 | 13篇 |
1985年 | 14篇 |
1984年 | 15篇 |
1983年 | 16篇 |
1982年 | 25篇 |
1981年 | 14篇 |
1980年 | 9篇 |
1979年 | 15篇 |
1978年 | 18篇 |
1977年 | 7篇 |
1976年 | 12篇 |
1975年 | 8篇 |
1973年 | 8篇 |
1970年 | 7篇 |
排序方式: 共有1755条查询结果,搜索用时 15 毫秒
91.
92.
Survey on Teaching Contemporary British Fiction 总被引:1,自引:1,他引:0
Philip Tew Mark Addis 《Changing English: An International Journal of English Teaching》2007,14(3):313-324
The teaching of contemporary British fiction in English departments in the United Kingdom is reviewed. The study primarily focuses upon evaluative engagement with current teaching. The literary and theoretical texts taught on courses are considered, as are the use and availability of different kinds of supplementary literary‐critical materials. Data collection was through semi‐structured interviews and a survey of online material. The periodisation and focus of general contemporary British fiction teaching is emerging from a more diffuse field where postmodern, gendered and post‐colonial readings still tend to shape courses and modules. A new post‐1970s idea of the contemporary is rapidly emerging. 相似文献
93.
Within society, there are many publications regarding expectations of firm performance. These include analysis, industry insiders and ranking service. Within sports, bookmakers provide betting odds that reflect the expected outcome of matches and are determined by several factors. The purpose of this study is to analyse the determinants of expected match outcome (i.e. betting odds) and compare them to those of actual match outcome. Data from the 2010/2011 season of the German Bundesliga (soccer) are made available that are combined with betting odds for each match. Regression results show that several factors, such as difference in standing between team and opponent, difference in competitions played, difference in points earned over the last five matches, differences in standing last season and home advantage significantly influence expected match outcome. On the contrary, actual match outcome is only determined by the latter two factors. 相似文献
94.
研究型大学是各国学术系统的核心部分.研究型大学的发展可以推动各国知识经济的成功.国际顶尖期刊的编辑、作者和评阅人都来自研究型大学,同时,研究型大学能够获取全球知识信息,汇聚各类学者团体,资助教师参与国际专业学术机构和国际会议,并位于互联网革命的中心,因此,开展国际学术知识交流和参与到国际学术网络中是发展中国家研究型大学的核心使命.研究型大学作为“知识的仓库”和“批判中心”,面临着全球化带来的机遇和挑战.在高等教育国际化进程中,发展中国家的研究型大学面临着语言的困境,并且亟需改善学术职业的条件.从卓越的研究型大学的典型特征来分析,各国应该思考如何改善研究型大学的基础设施和智力氛围以使其迈向成功. 相似文献
95.
R. Philip Chalmers 《Journal of Educational Measurement》2015,52(2):200-222
A mixed‐effects item response theory (IRT) model is presented as a logical extension of the generalized linear mixed‐effects modeling approach to formulating explanatory IRT models. Fixed and random coefficients in the extended model are estimated using a Metropolis‐Hastings Robbins‐Monro (MH‐RM) stochastic imputation algorithm to accommodate for increased dimensionality due to modeling multiple design‐ and trait‐based random effects. As a consequence of using this algorithm, more flexible explanatory IRT models, such as the multidimensional four‐parameter logistic model, are easily organized and efficiently estimated for unidimensional and multidimensional tests. Rasch versions of the linear latent trait and latent regression model, along with their extensions, are presented and discussed, Monte Carlo simulations are conducted to determine the efficiency of parameter recovery of the MH‐RM algorithm, and an empirical example using the extended mixed‐effects IRT model is presented. 相似文献
96.
You can lead a horse to water but you cannot make him learn: Smartphone use in higher education
下载免费PDF全文
![点击此处可从《British journal of educational technology : journal of the Council for Educational Technology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Chad C. Tossell Philip Kortum Clayton Shepard Ahmad Rahmati Lin Zhong 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):713-724
Smartphone technology is penetrating world markets and becoming ubiquitous in most college settings. This study takes a naturalistic approach to explore the use of these devices to support student learning. Students that had never used a smartphone were recruited to participate and reported on their expectations of the value of smartphones to achieve their educational goals. Instrumented iPhones that logged device usage were then distributed to these students to use freely over the course of 1 year. After the study, students again reported on the actual value of their smartphones to support their educational goals. We found that students' reports changed substantially before and after the study; specifically, the utility of the smartphone to help with education was perceived as favorable prior to use, and then, by the end of the study, they viewed their phones as detrimental to their educational goals. Although students used their mobile device for informal learning and access to school resources according to the logged data, they perceived their iPhones as a distraction and a competitor to requisite learning for classroom performance. 相似文献
97.
This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
98.
As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon written reflections, focus-group interviews and observations of seminar sessions. Data analysis was inductive, involving categorical aggregation followed by a search for correspondence and patterns. The results indicated that the pre-service teachers misunderstood action research, and also held a negative attitude toward it, both of which led them to superficial analyses of practice. They struggled with time limitations, data gathering and interpretation strategies. In spite of the struggles they experienced, these pre-service science teachers did learn more about the action research through collaboratively working with cooperating teachers and university supervisors and on-campus seminar discussions held concurrently with the fifth year internship. Recognizing and understanding the reasons and thinking patterns at the root of these teachers' difficulties with learning about action research can form the basis for reflecting on and rethinking the components of science teacher preparation programmes in Thailand. 相似文献
99.
Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur. 相似文献
100.
Higher Education - The pedagogical urge to decolonise student thinking has been at the heart of the drive to embed Indigenous knowledge in universities throughout the western world. Despite ongoing... 相似文献