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951.
Kang Kug Lee Toru Matsu-ura Andrew E. Rosselot Taylor R. Broda James M. Wells Christian I. Hong 《Biomicrofluidics》2021,15(1)
Perfused three-dimensional (3D) cultures enable long-term in situ growth and monitoring of 3D organoids making them well-suited for investigating organoid development, growth, and function. One of the limitations of this long-term on-chip perfused 3D culture is unintended and disruptive air bubbles. To overcome this obstacle, we invented an imaging platform that integrates an innovative microfluidic bubble pocket for long-term perfused 3D culture of gastrointestinal (GI) organoids. We successfully applied 3D printing technology to create polymer molds that cast polydimethylsiloxane (PDMS) culture chambers in addition to bubble pockets. Our developed platform traps unintended, or induced, air bubbles in an integrated PDMS pocket chamber, where the bubbles diffuse out across the gas permeable PDMS or an outlet tube. We demonstrated that our robust platform integrated with the novel bubble pocket effectively circumvents the development of bubbles into human and mouse GI organoid cultures during long-term perfused time-course imaging. Our platform with the innovative integrated bubble pocket is ideally suited for studies requiring long-term perfusion monitoring of organ growth and morphogenesis as well as function. 相似文献
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Julie Gess-Newsome Joseph A. Taylor Janet Carlson April L. Gardner Christopher D. Wilson Molly A. M. Stuhlsatz 《International Journal of Science Education》2019,41(7):944-963
ABSTRACTIn this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill. 相似文献
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Managers often face tough, emotional situations at work. One of the biggest is guiding employees and departments successfully through the loss of a coworker. Not only are there emotional components but there are also more technical and procedural responsibilities that may be overlooked. These facilities, technological, and human resources tasks need to be handled sensitively and in a timely manner. Remembering whom to contact, what property needs to be considered, and how to produce final paychecks are just a few of the concerns managers will face in a trying time. This guide aims to serve as a checklist of the basic components and tasks managers will face after the sudden loss of an employee. 相似文献
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Paul Connolly Becky Taylor Becky Francis Louise Archer Jeremy Hodgen Anna Mazenod Antonina Tereshchenko 《British Educational Research Journal》2019,45(4):873-897
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity. 相似文献
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Thirty learning disabled and 30 nonlearning disabled students were individually administered the WISC-R, McCarthy Scales of Children's Abilities, and the Wide Range Achievement Test. Regression analyses were conducted to determine the combination of scores from the WISC-R and McCarthy Scales that best predicted the achievement level of the subjects. In addition, the scores that best predicted group status (LD or nonLD) were determined. In general, the WISC-R Comprehension, Arithmetic, and Object Assembly, and the McCarthy Quantitative and Memory Indices were most sensitive to the LD students' achievement. Conversely, the WISC-R Similarities and Arithmetic and the McCarthy Verbal Index were most sensitive to the achievement of nonLD students. Finally, the McCarthy Perceptual-Performance Index and the WISC-R Vocabulary subtest best discriminated group status. The diagnostic implications of these results were discussed. 相似文献