全文获取类型
收费全文 | 921篇 |
免费 | 34篇 |
专业分类
教育 | 716篇 |
科学研究 | 29篇 |
各国文化 | 18篇 |
体育 | 44篇 |
文化理论 | 4篇 |
信息传播 | 144篇 |
出版年
2024年 | 2篇 |
2023年 | 4篇 |
2022年 | 18篇 |
2021年 | 12篇 |
2020年 | 36篇 |
2019年 | 50篇 |
2018年 | 65篇 |
2017年 | 74篇 |
2016年 | 69篇 |
2015年 | 44篇 |
2014年 | 35篇 |
2013年 | 185篇 |
2012年 | 41篇 |
2011年 | 32篇 |
2010年 | 30篇 |
2009年 | 26篇 |
2008年 | 22篇 |
2007年 | 24篇 |
2006年 | 15篇 |
2005年 | 17篇 |
2004年 | 22篇 |
2003年 | 25篇 |
2002年 | 14篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 15篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 11篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1976年 | 1篇 |
1958年 | 1篇 |
1934年 | 1篇 |
1933年 | 1篇 |
排序方式: 共有955条查询结果,搜索用时 15 毫秒
91.
The purpose of this study was to discover whether there are scholarly evaluation metrics that can be applied to a wide range of books’ types and contents. We analyzed over 70,000 books and collected various metrics per each title including traditional and altmetrics measures. The analysis in this paper depicts the top books showing the highest rates of citations, reviews, readership, downloads, twitter and more. Our results show that books display different impact in each of the measurements and vary by types and content. There isn’t one measure that captures the impact of books across the board. We conclude that books should be evaluated by types and contents while using different measures per each. 相似文献
92.
93.
Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a... 相似文献
94.
This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. 相似文献
95.
Grammar's place in English teaching seems to be constantly under review. This paper reflects on the status and methods of grammar teaching at the moment. In particular, it explores both the positive and negative impact of the Key Stage 3 Framework for Teaching English on teaching and learning. It goes on to analyse the writer's experiences of teaching grammar as a student teacher, and asks whether the methods we are using today are adequate for the needs of young writers. 相似文献
96.
ABSTRACTGlobally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of ‘constructive alignment’ to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy. 相似文献
97.
Rachel Zorman 《High Ability Studies》1996,7(1):39-50
A long and winding road awaits gifted females in Israel in their quest to actualize their potential in the sciences. The present state of affairs can be pieced together from a series of studies on various aspects related to the development in the sciences of females in general and gifted females in particular. Gender differences observed in the participation of students in challenging science programs and in their consequent achievement can be attributed to cognitive differences, to environmental and cultural emphasis, or to an interaction between cognitive and environmental factors, reflected in different preferences for methods of inquiry and differences in styles of problem solving. Examples of recent efforts in Israel that attempt to deal with observed gender differences and encourage females to fulfil their talents include group counseling programs, such as “Trapped in Blue and Pink” and instructional programs integrating counseling, such as “Na'aleh — Girls toward degrees in engineering” and a crosscultural intervention program for enhancing gifted females' achevement in the sciences via reattribution training. 相似文献
98.
The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness. 相似文献
99.
100.
Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献