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961.
The knowledge triangle, European higher education policy logics and policy implications 总被引:2,自引:0,他引:2
While it is common to claim that university reforms are based on universal and standardised ideas about ‘modernising’ the
university, few studies have examined in a more coherent way how the combined external pressure for change with respect to
the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify
three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges
as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current
pressure for reform might change the university as we know it, or whether new institutional translations might emerge from
the process renewing the university while maintaining its identity. 相似文献
962.
Understanding and influencing teaching and learning cultures at university: a network approach 总被引:1,自引:0,他引:1
Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures. 相似文献
963.
How should educational research be contracted? And is there anything wrong with the way that public funding of educational research is currently administered? We endeavour to answer these questions by appeal to the work of two of the most prominent philosophers of science of the twentieth century, namely Popper and Kuhn. Although their normative views of science are radically different, we show that they would nonetheless agree on a number of key rules concerning the extent to which scientific practice should be influenced ‘from the outside’. We then show that these rules are often broken in the way that research is publicly funded in the UK. 相似文献
964.
Angela?F.?Y.?SiuEmail author Jian?Fang?Chang 《International journal for the advancement of counseling》2011,33(2):88-100
This study examined the factorial structure of the Collectivist Coping Style inventory (Heppner et al.
Journal of Counseling Psychology 53:107–125, 2006) and investigated how the effects of stress-related events on psychological distress are mediated through coping strategies.
Three hundred and five Hong Kong university students participated in this study. Confirmatory factor analysis supported the
five-factor structure of the original inventory. Although family support was widely used as a means to cope with stressful
events, students with specific relationship-related stress reported greater use of avoidance strategies. The mediating effect
of coping strategies on the relationship between stress-related events and psychological distress was generally small. Limitations
and directions for future research are discussed. 相似文献
965.
966.
While claims of the importance of attribution theory and teachers’ expectations of students for student performance are repeatedly
made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning
disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale
questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general
education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students
with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude
the paper. 相似文献
967.
Hine Jane Waitere Jeannie Wright Marianne Tremaine Seth Brown Cat Jeffrey Pausé 《高等教育研究与发展》2011,30(2):205-217
This article uses four academics’ gendered and cultural responses to life in a university in Aotearoa New Zealand under the new managerialist regime. Performance Based Research Funding (PBRF) requires academics to submit evidence‐based portfolios every six years to categorise and rank them, with government funding assigned accordingly. When the authors met as members of a writing group, the talk often turned to negative aspects of PBRF. Using co‐operative enquiry, the four co‐researchers began writing observations of their individual experiences, differences and identities to help them reflect and understand the impact of the changed environment. The four phases of writing as enquiry were: deciding on a focus, writing observations, engaging with the written accounts and interpreting the outcome through metaphor. The article process facilitated a positive outcome by helping the authors regain a sense of collegiality and mutual support, along with a sense of preserving their academic identity by writing and publishing as a group. 相似文献
968.
KerryAnn?O’MearaEmail author Lorilee?R.?Sandmann John?Saltmarsh Dwight?E.?GilesJr. 《Innovative Higher Education》2011,36(2):83-96
Community engagement is one of the major innovations that has occurred in higher education over the last 20 years. At the
center of this innovation are faculty members because of their intimate ties to the academic mission. This article examines
the progress that has been made in understanding this critical area of faculty work. It builds on past research to consider
how the conceptualization of faculty community engagement influences the kinds of questions we ask about it and the kinds
of recruitment, support, and professional growth we provide. Implications of the study and for the practice of faculty community
engagement are provided for researchers, administrators, and faculty members. 相似文献
969.
Marjaana Lindeman Annika M. Svedholm Mikito Takada Jan-Erik L?nnqvist Markku Verkasalo 《Science & Education》2011,20(5-6):439-451
Previous studies have demonstrated that university students hold several paranormal beliefs and that paranormal beliefs can be best explained with core knowledge confusions. The aim of this study was to explore to what extent university students confuse the core ontological attributes of lifeless material objects (e.g. a house, a stone), living organisms (e.g. plants), and mental states (e.g., thoughts); whether some core knowledge confusions are more common than others; whether the confusions differ between students from different fields of study, and to replicate the finding that paranormal beliefs increase together with core knowledge confusions. The results showed that half of the participants considered at least four, and one quarter of the participants considered 8?C30 confusion statements to be literally true and that the confusions were strongly and positively associated with the amount of paranormal beliefs. The findings indicate that university education does not abolish the misconceptions that characterize children??s thinking. 相似文献
970.
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引:1,自引:0,他引:1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献