全文获取类型
收费全文 | 2426篇 |
免费 | 55篇 |
国内免费 | 4篇 |
专业分类
教育 | 1803篇 |
科学研究 | 119篇 |
各国文化 | 60篇 |
体育 | 246篇 |
综合类 | 1篇 |
文化理论 | 28篇 |
信息传播 | 228篇 |
出版年
2022年 | 16篇 |
2021年 | 21篇 |
2020年 | 43篇 |
2019年 | 62篇 |
2018年 | 96篇 |
2017年 | 103篇 |
2016年 | 91篇 |
2015年 | 59篇 |
2014年 | 87篇 |
2013年 | 530篇 |
2012年 | 78篇 |
2011年 | 73篇 |
2010年 | 59篇 |
2009年 | 69篇 |
2008年 | 86篇 |
2007年 | 63篇 |
2006年 | 69篇 |
2005年 | 61篇 |
2004年 | 46篇 |
2003年 | 62篇 |
2002年 | 64篇 |
2001年 | 43篇 |
2000年 | 31篇 |
1999年 | 35篇 |
1998年 | 22篇 |
1997年 | 36篇 |
1996年 | 35篇 |
1995年 | 35篇 |
1994年 | 19篇 |
1993年 | 21篇 |
1992年 | 22篇 |
1991年 | 31篇 |
1990年 | 20篇 |
1989年 | 25篇 |
1988年 | 16篇 |
1987年 | 13篇 |
1986年 | 24篇 |
1985年 | 16篇 |
1984年 | 15篇 |
1983年 | 19篇 |
1982年 | 25篇 |
1981年 | 18篇 |
1980年 | 8篇 |
1979年 | 23篇 |
1978年 | 9篇 |
1977年 | 14篇 |
1976年 | 12篇 |
1974年 | 7篇 |
1972年 | 6篇 |
1967年 | 5篇 |
排序方式: 共有2485条查询结果,搜索用时 15 毫秒
71.
Stephen B. Adams 《Research Policy》2011,40(3):368-379
What are the respective roles of indigenous and exogenous factors in the development of high-tech regions? Entrepreneurs and their start-ups have dominated Silicon Valley's economy in recent decades, but a different dynamic was at work from 1940 to 1965, when the Valley emerged as a formidable high-tech region. In key industries (electronics, semiconductors, computers, and aerospace) that defined Silicon Valley as a high-tech cluster during that period, companies based elsewhere played critical roles in planting the organizations that would - through the innovations they made, the technical talent they attracted, and the start-ups they spun off - help make the Valley the world's most admired and emulated high-tech region. 相似文献
72.
Ethics and Information Technology - Should we welcome social robots into interpersonal relationships? In this paper I show that an adequate answer to this question must take three factors into... 相似文献
73.
Two rhesus monkeys were tested in 6- and 10-item list memory tasks for performance changes as a function of the exposure duration of the list stimuli and the interstimulus interval (ISI) between successive list stimuli. Accuracy increased with longer item exposure duration and tended to decrease with longer ISI duration. Humans, by contrast, typically show increases in accuracy with ISI, a result taken as evidence of rehearsal. The decrease in accuracy for monkeys suggests that they were not using rehearsal processes in these list memory experiments. Further tests in which choice accuracy with predictable ISIs was compared with choice accuracy with unpredictable ISIs also yielded no evidence of rehearsal by the monkeys. This apparent absence of rehearsal mechanisms in monkeys, in situations also shown to support human rehearsal, is discussed as a potential difference in the visual working memory processes of the two species. 相似文献
74.
Jiamin Hee Ying Li Toh Hong Wei Yap Ravindran Kanesvaran Stephen Mason 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):340-364
ABSTRACT The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015. 相似文献
75.
Stephen Yelon 《Performance Improvement Quarterly》1992,5(2):13-23
Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples. 相似文献
76.
Brian E. Clauser Melissa J. Margolis Stephen G. Clyman Linette P. Ross 《Journal of Educational Measurement》1997,34(2):141-161
Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances. 相似文献
77.
78.
79.
80.
Christine Lotter Whitney Smiley Stephen Thompson Tammiee Dickenson 《International Journal of Science Education》2016,38(18):2712-2741
This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers’ efficacy with inquiry instruction. 相似文献