全文获取类型
收费全文 | 10460篇 |
免费 | 175篇 |
国内免费 | 7篇 |
专业分类
教育 | 7402篇 |
科学研究 | 1109篇 |
各国文化 | 142篇 |
体育 | 742篇 |
综合类 | 3篇 |
文化理论 | 89篇 |
信息传播 | 1155篇 |
出版年
2021年 | 93篇 |
2020年 | 134篇 |
2019年 | 217篇 |
2018年 | 306篇 |
2017年 | 297篇 |
2016年 | 271篇 |
2015年 | 174篇 |
2014年 | 238篇 |
2013年 | 2081篇 |
2012年 | 232篇 |
2011年 | 226篇 |
2010年 | 197篇 |
2009年 | 193篇 |
2008年 | 233篇 |
2007年 | 184篇 |
2006年 | 198篇 |
2005年 | 174篇 |
2004年 | 179篇 |
2003年 | 159篇 |
2002年 | 170篇 |
2001年 | 171篇 |
2000年 | 154篇 |
1999年 | 145篇 |
1998年 | 105篇 |
1997年 | 110篇 |
1996年 | 122篇 |
1995年 | 99篇 |
1994年 | 76篇 |
1993年 | 111篇 |
1992年 | 140篇 |
1991年 | 148篇 |
1990年 | 140篇 |
1989年 | 123篇 |
1988年 | 108篇 |
1987年 | 123篇 |
1986年 | 119篇 |
1985年 | 126篇 |
1984年 | 109篇 |
1983年 | 118篇 |
1982年 | 123篇 |
1981年 | 97篇 |
1980年 | 84篇 |
1979年 | 129篇 |
1978年 | 105篇 |
1977年 | 106篇 |
1976年 | 88篇 |
1974年 | 80篇 |
1973年 | 69篇 |
1972年 | 62篇 |
1971年 | 66篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
51.
52.
53.
54.
Within the school of thought known as Critical Thinking, identifying or finding missing assumptions is viewed as one of the principal thinking skills. Within the new subject in schools and colleges, usually called Critical Thinking, the skill of finding missing assumptions is similarly prominent, as it is in that subject's public examinations. In this article we examine how school‐ and college‐focused texts explain and teach ‘this very important skill’. The same texts also deal with the nature of assumptions, validity and the role of stated reasons in arguments, and the way these matters are tackled will also be examined in our inquiry. In addition we explore what respected contributors to the critical thinking movement have had to say about some of these issues. 相似文献
55.
56.
57.
Baris Uslu Alper Calikoglu F. Nevra Seggie Steven H. Seggie 《Higher Education Quarterly》2019,73(3):285-311
The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta‐synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta‐synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics’ personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way. 相似文献
58.
59.
Danielle A. Pester A. Stephen Lenz Joshua C. Watson 《Counselor Education & Supervision》2020,59(2):112-128
As counselor preparation programs are compelled to demonstrate student social and cultural competence, valid inventories are needed to measure development consistent with contemporary standards. The Intersectional Privilege Screening Inventory was created for this purpose, was assessed using 4 types of validity evidence, and has results supporting its use in student development. 相似文献
60.
Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献