全文获取类型
收费全文 | 1018篇 |
免费 | 23篇 |
国内免费 | 1篇 |
专业分类
教育 | 824篇 |
科学研究 | 18篇 |
各国文化 | 23篇 |
体育 | 58篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 113篇 |
出版年
2023年 | 5篇 |
2022年 | 9篇 |
2021年 | 18篇 |
2020年 | 24篇 |
2019年 | 48篇 |
2018年 | 54篇 |
2017年 | 49篇 |
2016年 | 56篇 |
2015年 | 34篇 |
2014年 | 44篇 |
2013年 | 197篇 |
2012年 | 27篇 |
2011年 | 24篇 |
2010年 | 21篇 |
2009年 | 30篇 |
2008年 | 40篇 |
2007年 | 36篇 |
2006年 | 27篇 |
2005年 | 19篇 |
2004年 | 27篇 |
2003年 | 27篇 |
2002年 | 20篇 |
2001年 | 16篇 |
2000年 | 14篇 |
1999年 | 17篇 |
1998年 | 10篇 |
1997年 | 15篇 |
1996年 | 8篇 |
1995年 | 13篇 |
1994年 | 4篇 |
1993年 | 14篇 |
1992年 | 14篇 |
1991年 | 7篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1917年 | 1篇 |
1910年 | 1篇 |
排序方式: 共有1042条查询结果,搜索用时 15 毫秒
71.
72.
73.
This paper studies the frameworks used to understand the commons, the knowledge commons, and indigenous knowledge. Discussion of enclosure, participation, rivalrous and non-rivalrous commons reveals that information and knowledge are resources that increase in value through use. The author examines current IK practices, focusing on documentation strategies and the role of the librarian. Studying IK practices in relation to the commons allows shared language to emerge. Challenging the frameworks, discourse and practices of both IK and the commons exposes and strengthens their connections to one another. This provides a platform for stronger advocacy for IK projects and the commons in general. 相似文献
74.
In the spring of 2015, the University of Minnesota Libraries formed the Content Services department, which is comprised of Interlibrary Loan, Publishing Services, and the Copyright Permissions Service. These three service points, as well as additional Library units, work together with campus partners to save students money on their course materials through a variety of programs and pilot projects. By employing multiple avenues to help faculty and students put affordable content into their existing workflows for providing and accessing required readings, the University of Minnesota Libraries are ensuring that there are many options available that support coursework and ultimately student success. 相似文献
75.
76.
77.
Using data from Web of Science, this research investigates how physical science researchers funded by the Canadian Institutes of Health Research complied with its open access policy, and compares the citation counts of articles published through gold and green models.It was found that, for articles published between 2008 and 2015, 9% were available through gold open access routes and 13% were available through green routes; most were not openly accessible. Citation rates were comparable for green open access and non-open access articles, but citation rates for gold open access articles were lower. After controlling for publication year, citation rates of gold, green, and non-open access articles were comparable. Among gold open access articles, citation rates were highest for open access journals with article processing charges, but after controlling for publication year, articles published in hybrid journals, followed by those in open access journals with article processing charges, achieved the highest citation rates. Articles published in free open access journals had the lowest citation rates. The results suggest that green open access is the most economical approach to comply with open access policies, and that it provides researchers with at least as much research impact as gold open access. 相似文献
78.
Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767
This paper considers the development of school students’ ability to define three terms that are fundamental to statistical
literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define
and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random”
and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on
the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing
variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but
did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students
who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally.
For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics
and literacy educators are discussed. 相似文献
79.
Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment. 相似文献
80.
Kate McInally 《Children‘s Literature in Education》2008,39(3):187-200
Novels that prioritise the connectedness and strength of girls’ friendships without employing the pervasive trope of “mean
girls”—those who typically divide in order to conquer other girls—are potentially empowering in their refusal to perpetuate
limited and binary accounts of adolescent femininity. While Ann Brashares’ cult novel (now film), The Sisterhood of the Traveling Pants (2005a; originally 2002) appears to be representative of this textual shift, underpinning the overt call to value girls’ relationships
is a deeply conservative, assimilationist narrative that relies on an acceptance of traditional patriarchal values. This article
analyses the ways in which the novel appropriates “multicultural difference” to valorise, sustain and naturalise the central
position and authority of patriarchy in the lives of young girls, regardless of their cultural heritage.
Kate McInally currently works as a research fellow, and teaches children’s literature at Deakin University, Burwood, Australia.
Her particular research interests are feminist, queer and Deleuzean theory, representations of girl–girl desire in young adult
fiction, and multicultural children’s fiction. 相似文献