全文获取类型
收费全文 | 3730篇 |
免费 | 30篇 |
国内免费 | 2篇 |
专业分类
教育 | 2693篇 |
科学研究 | 365篇 |
各国文化 | 73篇 |
体育 | 189篇 |
综合类 | 2篇 |
文化理论 | 45篇 |
信息传播 | 395篇 |
出版年
2020年 | 28篇 |
2019年 | 44篇 |
2018年 | 72篇 |
2017年 | 69篇 |
2016年 | 79篇 |
2015年 | 43篇 |
2014年 | 52篇 |
2013年 | 981篇 |
2012年 | 46篇 |
2011年 | 56篇 |
2010年 | 48篇 |
2009年 | 64篇 |
2008年 | 60篇 |
2007年 | 50篇 |
2006年 | 65篇 |
2005年 | 42篇 |
2004年 | 50篇 |
2003年 | 43篇 |
2002年 | 45篇 |
2001年 | 49篇 |
2000年 | 58篇 |
1999年 | 43篇 |
1998年 | 53篇 |
1997年 | 46篇 |
1996年 | 50篇 |
1995年 | 55篇 |
1994年 | 56篇 |
1993年 | 53篇 |
1992年 | 65篇 |
1991年 | 56篇 |
1990年 | 46篇 |
1989年 | 45篇 |
1988年 | 49篇 |
1987年 | 50篇 |
1986年 | 47篇 |
1985年 | 60篇 |
1984年 | 42篇 |
1983年 | 40篇 |
1982年 | 61篇 |
1981年 | 35篇 |
1980年 | 49篇 |
1979年 | 48篇 |
1978年 | 34篇 |
1977年 | 29篇 |
1976年 | 38篇 |
1975年 | 38篇 |
1974年 | 26篇 |
1973年 | 24篇 |
1970年 | 23篇 |
1966年 | 20篇 |
排序方式: 共有3762条查询结果,搜索用时 17 毫秒
41.
Using the critical work of Andreas Kazamias on the history and methods of comparative education as conceptual framework, we investigate the education (over a 200-year period) of the Slovak Roma. We position our story as paradigmatic of the dual processes of enlightenment and obscurantism with which we are familiar in thinking about the history of racial violence. The article describes the encounter of a young British doctor, Richard Bright, with Roma and Slovaks in 1814, and explores the Enlightenment thinking about Roma in specific, and race in general, in Bright’s travelogue. We juxtapose these historical investigations with qualitative findings from research conducted recently in the same region of Slovakia. Our goal is to show that Kazamias’s calls for a return to the historical in educational research, and greater attention to the “paideia of the soul,” have relevance in considering the discouraging past and present of Roma in Slovak schools and society. 相似文献
42.
43.
A series of four experiments studied the retention of the response made on a just-preceding trial as a function of the presence, and amount, of food reward given on that trial. Rats were trained to alternate arm choices in a T-maze, and then were tested for alternation with 5- or 30-sec delays between runs. When the subjects had received prior experience with the reward amounts used in testing, larger rewards led to better retention than did small or no rewards. However, when reward omission first occurred during the test phase, it produced more alternation on the following trial than did reward presence. The results suggest that both reward amount and surprisingness determine short-term retention of responses paired with the rewards. 相似文献
44.
45.
46.
William Young 《Asia-Pacific Journal of Teacher Education》1995,23(1):97-107
This article describes a number of special features of the internship programme which has been developed at the Southern Cross University (SCU) in collaboration with the North Coast Region of the Department of School Education, the Catholic Education Office with selected primary schools. Arrangements are described for interns’ time spent in classrooms, collaborative teaching strategies which underpin these placements, the security which supports interns’ practice and approaches to integrate their practice with university studies. Processes of appraisal of interns’ development are explained, and the potential of mentoring for their teachers’ professional development is examined. Throughout the article, the congruence of these arrangements with Schools Council recommendations is considered. 相似文献
47.
48.
The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies... 相似文献
49.
50.
William Buchanan 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):69-78
Computing‐related programmes and modules have many problems, especially related to large class sizes, large‐scale plagiarism, module franchising, and an increased requirement from students for increased amounts of hands‐on, practical work. This paper presents a practical computer networks module which uses a mixture of online examinations and a practical skills‐based test to assess student performance. For widespread adoption of practical assessments, there must be a level of checking that the practical assessments are set at a level that examinations are set at. This paper shows that it is possible to set practical tests so that there can be a strong correlation between practical skills‐based tests and examination‐type assessments, but only if the practical assessment are set at a challenging level. This tends to go against the proposition that students who are good academically are not so good in a practice test, and vice versa. The paper shows results which bands students in A, B, C, and FAIL groups based on two online, multiple‐choice tests, and then analyses the average time these students took to complete a practical online test. It shows that there is an increasing average time to complete the test for weaker students. Along with this, the paper shows that female students in the practical test outperform male students by a factor of 25%. 相似文献