全文获取类型
收费全文 | 2502篇 |
免费 | 15篇 |
国内免费 | 2篇 |
专业分类
教育 | 1608篇 |
科学研究 | 371篇 |
各国文化 | 25篇 |
体育 | 211篇 |
综合类 | 1篇 |
文化理论 | 30篇 |
信息传播 | 273篇 |
出版年
2021年 | 32篇 |
2020年 | 37篇 |
2019年 | 86篇 |
2018年 | 146篇 |
2017年 | 105篇 |
2016年 | 100篇 |
2015年 | 54篇 |
2014年 | 72篇 |
2013年 | 469篇 |
2012年 | 53篇 |
2011年 | 51篇 |
2010年 | 57篇 |
2009年 | 44篇 |
2008年 | 55篇 |
2007年 | 47篇 |
2006年 | 41篇 |
2005年 | 36篇 |
2004年 | 29篇 |
2003年 | 23篇 |
2002年 | 22篇 |
2001年 | 20篇 |
2000年 | 20篇 |
1999年 | 26篇 |
1998年 | 27篇 |
1996年 | 21篇 |
1995年 | 15篇 |
1994年 | 19篇 |
1993年 | 19篇 |
1992年 | 27篇 |
1991年 | 27篇 |
1990年 | 27篇 |
1989年 | 30篇 |
1988年 | 26篇 |
1987年 | 18篇 |
1986年 | 27篇 |
1985年 | 27篇 |
1984年 | 30篇 |
1983年 | 19篇 |
1982年 | 26篇 |
1980年 | 18篇 |
1979年 | 20篇 |
1978年 | 15篇 |
1977年 | 16篇 |
1976年 | 19篇 |
1967年 | 17篇 |
1966年 | 14篇 |
1941年 | 19篇 |
1939年 | 23篇 |
1937年 | 41篇 |
1936年 | 40篇 |
排序方式: 共有2519条查询结果,搜索用时 0 毫秒
101.
A. D. C. Peterson Brian Holmes G. De Landsheere Helena W. F. Stellwag Oskar Anweiler J. O. J. Vanden Bossche Abraham Robinson F. I. Calvert H. H. Stern J. F. Willatt Sydney Taylor M. J. Langeveld M. A. Brimer T. N. Postlethwaite Alexandre Vexliard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(1):106-126
102.
There is an increasing rhetoric from politicians for universities to become more involved in policy analysis and policy research. In this article, we reflect on our experiences of the analysis we conducted into the legislation to introduce biometric identity cards in the United Kingdom. We highlight how our work had direct consequences for the ongoing policy deliberation around this controversial piece of legislation. In particular, we highlight our role in the debate surrounding the government's figures for identity fraud and the concerns about the likely cost of the scheme to the government and taxpayer. We end the article by discussing some of the practical realities of such a foray into real politik. 相似文献
103.
Laura O’Grady 《Health information and libraries journal》2008,25(4):261-269
Background: Internet‐based applications, in particular those that allow communication, have great potential to meet information needs. Limited research has indicated that people with human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS; PHAs) use these technologies, but it has not yet been examined how resources are used collaboratively and in conjunction with offline sources. Objectives: The purpose of this study was to determine in what ways PHAs collaborate to meet treatment information needs and what role Internet‐based computer‐mediated communication (CMC) played in meeting this goal. Methods: This exploratory study was implemented using surveys and focus groups with 23 participants in Toronto, Canada. The purposive sample included men and women. Results: A variety of both off‐ and online resources were used to learn about HIV/AIDS treatment information, including web‐based and print. All participants were communicating with others, primarily in person, and most desired anecdotal treatment information. However, few reported using CMC to accomplish this goal. Harris and Dewdney's Principles of Information Seeking was used to frame the findings. Conclusions: Despite technical proficiency with CMC, few participants in this study reported use of this communication tool. Information professionals need to ensure access to HIV health information including those in remote areas who have fewer resources. 相似文献
104.
105.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
106.
Bülent 《浙江大学学报(A卷英文版)》2010,11(2):106-114
In this study, an electro-mechanical valve (EMV) system for the intake valve ofa fottr stroke, single cylinder, overhead valve and spark ignition (SI) engine was designed and constructed. An engine with the EMV system and a standard engine were tested to observe the effects of the EMV on engine performance and emissions at different speeds under full load. The EMV engine showed improved engine power, engine torque and break specific fuel consumption (BSFC). A 66% decrease in CO emissions was also obtained with the EMV system, but hydrocarbons (HC) and NOx emissions increased by 12% and 13% respectively. 相似文献
107.
The international perceptions of Japanese young adults were explored in 172 professional education students in two Tokyo colleges. They classified 30 nations according to their “current” and “future” affinity to Japan. Little difference was detected in the Q-sorts between institutions arid sexes, while the “current” and “future” sorts correlated .96 with each other. In cluster analyses, many two-nation units (e.g., Czechoslovakia-Yugoslavia) were found to be the building blocks for the overall pattern. The total configuration consisted of three broad groups: mostly Western European nations, problematical nations (China, Russia, Israel, Egypt, etc.), and remote and neutral nations. Structurally, the results were similar to those for American young adults, but the contents were different. The notion of cultural metastereotypes thus received tentative support. 相似文献
108.
109.
Is Inequality Among Universities Increasing? Gini Coefficients and the Elusive Rise of Elite Universities 总被引:1,自引:0,他引:1
One of the unintended consequences of the New Public Management (NPM) in universities is often feared to be a division between
elite institutions focused on research and large institutions with teaching missions. However, institutional isomorphisms
provide counter-incentives. For example, university rankings focus on certain output parameters such as publications, but
not on others (e.g., patents). In this study, we apply Gini coefficients to university rankings in order to assess whether
universities are becoming more unequal, at the level of both the world and individual nations. Our results do not support
the thesis that universities are becoming more unequal. If anything, we predominantly find homogenisation, both at the level
of the global comparisons and nationally. In a more restricted dataset (using only publications in the natural and life sciences),
we find increasing inequality for those countries, which used NPM during the 1990s, but not during the 2000s. Our findings
suggest that increased output steering from the policy side leads to a global conformation to performance standards. 相似文献
110.
D. Kevin O’Neill 《课程研究杂志》2019,51(3):279-292
This paper provides teachers and teacher educators with food for thought by developing a broad, contemporary re-evaluation of the often-used analogy between teaching and the theatre. It does so by synthesizing insights from scholarly works in education with insights from writing about theatre, including both historical work and published interviews with practicing stage actors. This approach throws into relief particular ways in which teaching does and does not resemble acting as described by its present-day practitioners. A key parallel is observed between the central challenges faced by teachers and actors: acting requires being truthful in imaginary circumstances, while teaching requires being genuine in artificial circumstances. Using work on bildung, the nature of this challenge is examined, and a call is made to help teachers and students better appreciate the intimate, reciprocal and shared nature of good teaching – a challenge in a culture where corporate interests aggressively promote personalized and “anytime, anywhere” learning. The paper also addresses the phenomenon of massive online courses, which enthusiasts like to believe teach themselves. This idea, I suggest, is as absurd as the notion that a great theatre building could obviate the need for a strong cast. . 相似文献