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961.
Despite electronic book (e-book) piracy being viewed by many rightsholders as the greatest contemporary challenge to the publishing industry, there is little research evaluating different anti-piracy methods, and explaining how they work. This paper explores the technological methods that United Kingdom and United States publishers, and their representative bodies, are using to tackle the growing challenge of e-book piracy. Through interviews with industry experts (including consultants, publishers and representatives) and publishing case studies, this paper brings together knowledge previously published and considered separately. The systems considered include The Publishers Association Copyright Infringement Portal, and Digital Rights Management in its various forms. Through these systems, we can reveal a lack of nuanced understanding in the motivations and methods of illegal file sharing, which have led to unsuccessful blanket solutions to a complex problem. By teasing out these problems, this paper will act as a point of reference for current anti-piracy measures, and consider the future options for an industry increasingly using the World Wide Web to distribute content. 相似文献
962.
Sarah Knox Morley Ingrid Claire Hendrix 《Journal of the Medical Library Association》2012,100(4):297-302
Objective:
The authors developed an elective course to assist students in (1) understanding the changing nature of scholarly communication and online publishing, (2) identifying resources and strategies for searching current best evidence, and (3) demonstrating effective communication of information.Setting:
The course took place in a medical school in the Southwest.Participants:
Second- and third-year medical students participated in the course.Intervention:
A pass-fail, undergraduate-level elective was first offered October to December 2006. This 7.5 hour course, developed and co-taught by 2 health sciences library faculty, consisted of hands-on exercises, small group discussion, and didactic lecture.Conclusion:
Presenting a medical school elective is one possible outlet for intensive bibliographic instruction. Illustrating the flow of information from creation to management and presentation affords students an opportunity to understand information in context. This elective has been consistently ranked very high in student evaluations and led to new and expanded teaching opportunities. 相似文献963.
Sarah Kenderdine 《Curator: The Museum Journal》2013,56(2):199-218
This article examines two exhibition installations that integrate high‐resolution digital archeological datasets (photography and 3D architectural models) with immersive, interactive display systems. These analogous installations, Pure Land: Inside the Mogao Grottoes at Dunhuang and Pure Land: Augmented Reality Edition, allow visitors to engage in different ways with a full‐scale augmented digital facsimile of Cave 220 from the UNESCO World Heritage site, the Mogao Grottoes, Gansu Province, northwestern China. The peerless treasuries of paintings and sculptures at Dunhuang are extremely vulnerable. Comprehensive digitization has become a primary method of preservation at the site. The digital facsimiles of this cultural paragon can be transformed, providing formative personal experiences for museum visitors. The Pure Land projects contribute to new strategies for rendering cultural content and heritage landscapes. Interpreting these installations through the lens of phenomenology and panoramic immersion helps situate them at the forefront of virtual heritage today. 相似文献
964.
965.
Sarah M. Bonner 《Journal of Experimental Education》2013,81(3):409-428
Although test scores from similar tests in multiple choice and constructed response formats are highly correlated, equivalence in rankings may mask differences in substantive strategy use. The author used an experimental design and participant think-alouds to explore cognitive processes in mathematical problem solving among undergraduate examinees (N = 64). The study examined the effect of format on mathematics performance and strategy use for male and female examinees given stem-equivalent items. A statistically significant main effect of format on performance was found, with constructed-response items more difficult. The multiple-choice format was associated with more varied strategies, backward strategies, and guessing. Format was found to moderate the effect of problem conceptualization on performance. Results suggest that while for purposes of ranking students on performance, the multiple-choice format may be adequate, for many contemporary educational purposes that seek to provide nuanced information about student cognition, the constructed response format should be preferred. 相似文献
966.
Our project is intended to supplement and extend research that emphasizes how the rhetoric informing the euthanasia debate admits a call of conscience and how this call would have us act heroically as we acknowledge what is arguably some particular truth that is at work in the debate (e.g., only God has the right to take a life). The relationship between conscience, acknowledgment, heroism, truth and rhetoric, we submit, presupposes the workings of our metaphysical desire for perfection—a desire that is definitely on hand when debating issues of the “good life” and the “good death.” The relationship constitutes a rhetoric of perfection that plays an essential role in the euthanasia debate as a whole. Such a rhetoric lies at the heart of the recent and much publicized case of Terri Schiavo—a young woman who lived in a persistent vegetative state for 15 years before she was allowed to die the “dignified” death that she supposedly wanted all along. 相似文献
967.
Sarah P. McGeown Rhona S. Johnston Jo Walker Kathryn Howatson Ann Stockburn Paul Dufton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):389-402
Background: While there is a considerable body of research exploring the relationship between older primary school children’s reading attitudes, confidence and attainment, there is a noticeable lack of research with younger children. Furthermore, there is relatively little research exploring the extent to which children’s reading attitudes, confidence and attainment are related to their enjoyment of learning to read.Purpose: To understand the relationship between young children’s reading attitudes, reading confidence, enjoyment of learning to read and reading attainment.Sample: Two hundred and three children (103 boys) with an average age of 6 years and 9 months (.32 years standard deviation) participated in this study. Children were from 11 primary schools in England, located within a wide range of socio-economic neighbourhoods.Design and methods: All children completed questionnaires examining their attitudes to reading, reading confidence (using Progress in International Reading Literacy Study items) and enjoyment of learning to read. Children also completed an assessment of word reading. All assessments were administered individually.Results: Children’s attitudes to reading, reading confidence and enjoyment of learning to read correlated with their word reading skill; however, only reading attitudes and reading confidence predicted variance in reading success. With regard to gender differences, girls reported more positive reading attitudes than boys, even after controlling for differences in reading skill.Conclusions: Results highlight that the relationship between children’s reading skills and the affective aspects of learning to read develops from a young age. Therefore, methods of reading instruction need to foster affective aspects of reading, in addition to developing cognitive skills to best support young children’s reading development. 相似文献
968.
Sarah Riggs Stapleton 《The Journal of environmental education》2013,44(2):94-113
This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity. 相似文献
969.
This article investigates benefits and challenges of forest education in view of 257 Swiss elementary school teachers (1st–3rd grade), by means of a written questionnaire and 15 in-depth interviews. Two thirds of the teachers carried out forest education during normal lesson hours (mean visits = eight per year). Forests were clearly considered as an educational setting, and especially suitable for the enhancement of personal and social skills. Setting rules was seen as indispensable for successful forest education and a must to communicate to “novice” teachers. Moreover, the didactic of forest education should be implemented in teacher education curricula. 相似文献
970.
Uvanney Maylor Anthea Rose Sarah Minty Alistair Ross Tozun Issa Kuyok Abol Kuyok 《British Educational Research Journal》2013,39(1):107-125
This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise the attainment of Black and Minority Ethnic pupils. Drawing on a national survey and case study data from 12 supplementary schools, we highlight a range of perceived impacts identified by teachers, pupils and parents and problematise the concept of impact. We identify the unique contribution and impact that supplementary schools make to the mainstream school attainment of pupils from diverse (linguistic, cultural, ethnic) backgrounds. We suggest that there is much to be learnt by the mainstream school sector about the difference supplementary school education makes to minority ethnic children, while questioning whether mainstream indicators of impact should be applied to supplementary schools. 相似文献