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871.
Background/objectives: Methodological decisions made during the research process can influence generalizability of findings to real world practice. The aims of this study were to explore the impact of decisions made in the development of a palliative care search filter and to consider the implications for implementation. Methods: Three elements of the original study methodology were explored: (i) choice of OVID medline field delimiters; (ii) use of the general medical literature to evaluate the filter's performance; and (iii) use of the OVID interface. Sensitivity, specificity, accuracy and precision rates of variant search strategies were compared to consider each issue. Results: The delimiter .af. outperformed the alternatives of .tw. or .mp. in OVID medline , improving sensitivity from 45.4 to 46.2%. Applying the filter in the specialist palliative literature resulted in 87.5% (692/791) of articles being retrieved using either .tw. or .mp., increasing to 100% (791/791) with the .af. delimiter. Finally, a PubMed version of the filter was successfully validated. Conclusions: Reviewing three methodological decisions that preserved validity in an original study led to the improved utility of a search filter in practice. Generating high‐quality evidence is only part of evidence‐based practice: consideration of generalizability issues can inform further research and effective evidence implementation. 相似文献
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Ruth Sara Connell 《The Journal of Academic Librarianship》2008,34(2):121-129
A survey was sent to library Web designers from randomly selected institutions to determine the background, tools, and methods used by those designers. Results, grouped by Carnegie classification type, indicated that larger schools were not necessarily working with more resources or more advanced levels of technology than other institutions. 相似文献
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Ruth Gilbert 《Children‘s Literature in Education》2010,41(4):355-366
This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty
and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the
discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial
aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly
with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors
of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works
do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close
down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast,
Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity. 相似文献
876.
Manoli Pifarré Ruth Cobos 《Educational technology research and development : ETR & D》2009,57(6):787-799
The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students
who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat.
Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was
used to support scaffolding process among equals during problem-solving tasks. After using KnowCat, the students were interviewed
over their work in this shared workspace. Qualitative analysis revealed that the educational application of KnowCat can favour
and improve the development of metacognitive knowledge. 相似文献
877.
This article looks at a series of university linkages between Canadian and Chinese universities that were supported by the Canadian International Development Agency as a result of a development agreement signed in 1983 between the two governments. It first reviews relevant theoretical literature on higher education in a global context, and discusses the methodology adopted for the study. Then it provides an overview of a major program of collaboration in management education between 1983 and 1996, presenting views of leaders and participants on both sides. The next section overviews parallel linkages in the areas of education, engineering, agriculture, and medicine over the period from 1988 to 2001, and draws on the literature around university partnerships to identify factors that led, in some cases, to long-term sustainable relationships, but not in all. The final section of the paper reviews two major culminating linkages in environment and law, and suggests that these may have significant lessons for current and future cooperation between Chinese and Canadian universities in a new era of global geo-politics. 相似文献
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