全文获取类型
收费全文 | 17047篇 |
免费 | 179篇 |
国内免费 | 12篇 |
专业分类
教育 | 11619篇 |
科学研究 | 2149篇 |
各国文化 | 192篇 |
体育 | 1132篇 |
综合类 | 7篇 |
文化理论 | 145篇 |
信息传播 | 1994篇 |
出版年
2020年 | 186篇 |
2019年 | 290篇 |
2018年 | 349篇 |
2017年 | 364篇 |
2016年 | 331篇 |
2015年 | 215篇 |
2014年 | 320篇 |
2013年 | 3288篇 |
2012年 | 303篇 |
2011年 | 299篇 |
2010年 | 258篇 |
2009年 | 262篇 |
2008年 | 314篇 |
2007年 | 278篇 |
2006年 | 277篇 |
2005年 | 242篇 |
2004年 | 247篇 |
2003年 | 206篇 |
2002年 | 200篇 |
2001年 | 242篇 |
2000年 | 256篇 |
1999年 | 225篇 |
1998年 | 152篇 |
1997年 | 148篇 |
1996年 | 169篇 |
1995年 | 137篇 |
1994年 | 152篇 |
1993年 | 193篇 |
1992年 | 243篇 |
1991年 | 256篇 |
1990年 | 251篇 |
1989年 | 238篇 |
1988年 | 200篇 |
1987年 | 232篇 |
1986年 | 232篇 |
1985年 | 254篇 |
1984年 | 232篇 |
1983年 | 239篇 |
1982年 | 205篇 |
1981年 | 200篇 |
1980年 | 181篇 |
1979年 | 241篇 |
1978年 | 231篇 |
1977年 | 184篇 |
1976年 | 172篇 |
1975年 | 149篇 |
1974年 | 146篇 |
1973年 | 151篇 |
1972年 | 132篇 |
1971年 | 129篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
881.
李晓军:在美国,有相当部分人认为,美国的基础教育之所以落后,是因为缺乏"共同文化"基础上的统一课程标准,然而当前美国推行的以"标准化测试"为特征的教育改革,也受到反对者的批评。"标准化测试"的利弊得失在美国国内成为争论的焦点。那么在您看来,当前美国正在实施的国家课程与标准化测验政策,社会的反响如何?教育的成功与否真的能通过标准化测试进行测量吗? 相似文献
882.
883.
884.
This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
885.
Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Stephanie Burnett Heyes Yeou‐Rong Jih Per Block Chii‐Fen Hiu Emily A. Holmes Jennifer Y. F. Lau 《Child development》2015,86(5):1489-1506
Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood. 相似文献
886.
887.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned. 相似文献
888.
Large cohorts (>200 students) are an ever-increasing presence in the UK higher education (HE) sector. Providing excellent teaching and learning to these large classes is an ongoing challenge for teaching faculty, a challenge intensified when the cohort comprises 85% non-native English speakers. This paper presents the findings of a project to supplement face-to-face lectures on a large campus-based taught MSc programme with a set of rich-media materials. These resources consisted of audio podcasts, audio-narrated slides, short video segments and full-video lecture capture. The aim of the study was to examine student usage of, and preference for, these different rich-media materials. Key findings are that students valued most highly the full-video lecture capture followed by the audio-narrated slides, using the materials primarily to consolidate their understanding and as revision aids. Students also emphasised the central importance of the face-to-face lecture – viewing the rich-media materials as complementary to, rather than as a replacement for the traditional lecture. Nor did the majority of students see the provision of videoed lectures as a reason for non-attendance at lectures. The findings of this study provide confirmatory evidence of the ongoing importance of the traditional lecture in large cohort HE teaching together with an acknowledgement of the benefits that rich-media materials can bring to the student learning experience. 相似文献
889.
This article studies the relationship between students’ perceptions of teaching and learning in a multidisciplinary honours programme and their impact on graduate attributes acquisition. The study, conducted among 73 honours students in a Dutch research university, evaluates perceived improvement in graduate attributes through annually collected survey data pertaining to student motivation, perception of the teaching and learning environment, engagement in the programme and registered course marks. The evaluation study reveals that to the extent of the perceived development of graduate attributes, three factors play crucial roles: students’ performance motivation, the amount of teacher support in creative and critical thinking, and students’ inclination to approach the honours track as a learning community. 相似文献
890.