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131.
Institutions of higher education are looked to by society as the training grounds and gatekeepers for college-trained workers.
However, despite a long history of being viewed by many as unresponsive to labor force needs, the academy has not found ways
of effectively meeting these demands, nor articulating why it is that they have difficulty doing so. This paper discusses
how institutional researchers can help explain to campus administrators and others the role that institutions play in training
individuals for the workplace, and why they cannot always quickly respond to and solve shortages of college-trained workers.
The first section outlines what economic theory and research has to say regarding labor markets, how labor market shortages
arise, and how students make decisions about which major to pursue. The last section describes problems institutional researchers
face when using their skills with data to identify solutions to this problem. Using data from the state of New Hampshire,
it will be shown that the data available to institutional decisionmakers can be out of date, inaccurate, and not particularly
useful for designing policies that would enable an institution to respond to the labor needs of the economy. 相似文献
132.
Robert?J.?MantheiEmail author 《International journal for the advancement of counseling》2005,27(4):541-555
Research on counselling is often unknown to or ignored by counsellors. Research that explores counselling from the client’s
perspective is even less familiar to most counsellors, perhaps because there is far less of it compared to the quantity of
research investigating the process from the counsellor’s point of view. Nevertheless, research presenting the client’s perspective
can be a useful guide to both counsellors and their clients. With this aim in mind, this article summarises some of the research
that has been conducted from the client’s point of view and suggests implications for counselling practice. 相似文献
133.
Robert L. Robertson 《PRIMUS》2017,27(6):606-617
Calculating Laplace transforms from the definition often requires tedious integrations. This paper provides an integration-free technique for calculating Laplace transforms of many familiar functions. It also shows how the technique can be applied to probability theory. 相似文献
134.
Robert J. Sternberg 《Roeper Review》2017,39(4):246-249
In this essay, I reply to my five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.” I respond to each in turn. I end with the question I believe most important for those of us interested in giftedness to confront at the present moment. 相似文献
135.
Robert Savage 《Educational Psychology in Practice》2001,17(1):17-33
This article explores components of reading accuracy and comprehension in 14 teenagers. The study contrasted the explanatory power of decoding and listening comprehension subskills (the 'simple view of reading'; Gough & Tunmer, 1990), and 'verbal cognitive ability' (a more traditional psychometric model). Research also investigated teenagers' literacy self-percepts. Listening comprehension was the best predictor of reading comprehension, although reading accuracy was an additional predictor. Decoding skills best predicted reading accuracy. Reading self-percepts correlated with decoding but not comprehension skills. Possible uses of 'the simple view of reading' for conceptualisations of literacy problems, interventions and effective professional roles are considered. 相似文献
136.
Robert J. Sternberg 《High Ability Studies》2001,12(2):159-179
This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness. 相似文献
137.
Kail R 《Child development》2002,73(6):1703-1714
The aim of the present research was to examine age-related change in proactive interference, which refers to impaired recall due to interference from material presented previously. Study 1 was a meta-analysis based on 26 studies that included 82 data sets. The results indicated that proactive interference decreased between 4 and 13 years of age. In Study 2, children from grades 3 through 6 and college students (N = 125) were administered a short-term memory task in which they briefly remembered sets of three words. For all ages, recall was accurate on Trial 1. However, recall became less accurate over Trials 2 through 4, particularly for the younger children in the sample. In addition, structural equation modeling revealed that age-related change in interference was linked to age-related change in speed of information processing. Results are discussed in terms of the nature of age-related change in interference. 相似文献
138.
This study investigated the effect of students' ability and type of instructional program, structured and unstructured, on
easy and difficult posttest items. Seventh-grade students worked through 14 instructional activities in The Geometer Sketchpad,
a dynamic geometry program, and accessed a Geometry tutorial developed to parallel the state geometry standards. Low-ability
students scored higher in the less structured program, whereas high- and medium-ability learners performed better in the structured
program. High- and medium-ability students outscored low-ability learners by a greater margin on the difficult items than
on the easy items. Although their overall performance was poor in both programs, that low-ability learners performed relatively
better in the less structured, less traditional, mathematics activities is an encouraging finding for mathematics educators
and designers of open-ended learning environments. 相似文献
139.
Robert Watts 《The International Journal of Art & Design Education》2005,24(3):243-253
Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of the responses to the survey provides persuasive evidence of young children's capacity for absorbing relatively complex ideas, which in turn has implications for teacher expectations of pupil learning in art and design. 相似文献
140.
Nigel Oseland Robert Collins John Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(3):203-214
The authors argue that there is a need for a microcomputer software authoring package which produces graphics. The novel feature of the Graphics Authoring Package (GAP) which they developed is that it produces Basic code from the user's graphical input. GAP is described together with the results of an evaluation study. The results indicate that the package is easy to use, effective in rapidly producing graphics code and that, in general, it fills a gap in the current range of educational software. 相似文献