全文获取类型
收费全文 | 3612篇 |
免费 | 60篇 |
国内免费 | 7篇 |
专业分类
教育 | 2763篇 |
科学研究 | 296篇 |
各国文化 | 51篇 |
体育 | 250篇 |
综合类 | 12篇 |
文化理论 | 59篇 |
信息传播 | 248篇 |
出版年
2023年 | 20篇 |
2022年 | 42篇 |
2021年 | 71篇 |
2020年 | 107篇 |
2019年 | 171篇 |
2018年 | 225篇 |
2017年 | 211篇 |
2016年 | 175篇 |
2015年 | 108篇 |
2014年 | 144篇 |
2013年 | 624篇 |
2012年 | 140篇 |
2011年 | 125篇 |
2010年 | 132篇 |
2009年 | 102篇 |
2008年 | 93篇 |
2007年 | 94篇 |
2006年 | 88篇 |
2005年 | 108篇 |
2004年 | 104篇 |
2003年 | 126篇 |
2002年 | 93篇 |
2001年 | 84篇 |
2000年 | 54篇 |
1999年 | 39篇 |
1998年 | 22篇 |
1997年 | 17篇 |
1996年 | 19篇 |
1995年 | 24篇 |
1994年 | 14篇 |
1993年 | 10篇 |
1992年 | 11篇 |
1991年 | 23篇 |
1990年 | 14篇 |
1989年 | 21篇 |
1988年 | 9篇 |
1987年 | 8篇 |
1986年 | 11篇 |
1985年 | 12篇 |
1984年 | 7篇 |
1982年 | 10篇 |
1981年 | 13篇 |
1980年 | 10篇 |
1979年 | 9篇 |
1978年 | 9篇 |
1977年 | 10篇 |
1974年 | 10篇 |
1973年 | 8篇 |
1966年 | 6篇 |
1963年 | 6篇 |
排序方式: 共有3679条查询结果,搜索用时 718 毫秒
51.
营造有利于我国高等职业教育发展的法制环境 总被引:2,自引:0,他引:2
黄文德 《扬州大学学报(高教研究版)》2002,6(1):52-55
作为高等教育重要组成部分的高等职业教育,由于发展起步迟,历史短,相应的法制建设还未跟上,还存在着法制建设尚不健全,司法执法不够严格,社会各界及人民群众关于职业教育的法制观念不强等问题。因此,必须积极营造有利于我国高等职业教育发展的法制环境,建立健全高等职业教育方面的法律法规体系,使高等职业教育走上健康,快速发展的轨道。 相似文献
52.
Cho Kwong Charlie Lam Cuong Huu Hoang Ricky Wai Kiu Lau Basil Cahusac de Caux Yang Chen Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128
There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context. 相似文献
53.
In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that in this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order (a) to identify the type of information that is left out of captioned texts and (b) to determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning. 相似文献
54.
The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot. 相似文献
55.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
56.
57.
58.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
59.
经济生活中越来越多的企业并购活动给商誉会计理论和实践带来一系列需要研究的新问题,并购时会计处理方法的两种选择直接决定商誉的确认和计量,使用不同的方法确定目标企业价值对商誉会计有不同的影响,对企业并购中的负商誉发生的原因与内涵进行了分析,同时建议对企业的自创商誉进行确认,给出了一种新的确认自创商誉的会计计量方法。 相似文献
60.