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971.
The University of North Florida, in partnership with educational, business, and community agencies, has established the Florida Early Literacy and Learning Model (ELLM) to improve literacy among over 1,000 4-, 5-, and 6-year-olds in the region. The ELLM initiative is founded on the concepts of collaborative restructuring, reading research, high-performance learning environments, and family involvement. It has been found to be effective in increasing literacy and reading achievement of young children who have come to school underprepared. 相似文献
972.
974.
Lynn Osterkamp R. Mark Mathews Louis D. Burgio J. Michael Hardin 《Educational gerontology》2013,39(5):425-435
The purpose of the present study was to obtain treatment acceptability ratings from social workers whose client contacts include a high percentage of persons age 60 or older. Social workers were presented with written scenarios depicting a 75‐year‐old woman with a behavior problem. The client in the case varied by cognitive capacity (nondemented or experiencing dementia), living situation (living with a family caregiver or in a nursing home), and presenting problem (aggression, verbal abuse, or noncompliance). Using Kazdin's (1980) Treatment Evaluation Inventory, participants rated three treatments: positive reinforcement, time out from positive reinforcement, and haloperidol. Although ratings for time out varied by presenting problem, the highest acceptability for each type of behavior problem was assigned to the positive reinforcement condition, followed by time out, with the lowest ratings associated with haloperidol. 相似文献
975.
Monica Adya Edward J. Lusk Moncef Balhadjali 《Decision Sciences Journal of Innovative Education》2009,7(1):9-36
Graduate business education has been criticized for utilizing simplistic teaching strategies that compromise the presentation of real-world complex skills in the classroom. In this article, we propose that complex management functions can be effectively taught using decomposition strategies. We demonstrate the usefulness of this strategy in the domain of business forecasting by comparing the forecast accuracy of students instructed in decomposition ( RBF - Instructed ) with that of students not exposed to such instruction ( Uninstructed ), as well as with an expert system called Rule-Based Forecasting (RBF). RBF-Instructed students demonstrated significant improvements over Uninstructed students and were at least as accurate as the RBF system. Our findings suggest that academics engaged in teaching complex domains can benefit from building their teaching environment on a decomposition framework. We further suggest strategies for measuring the effectiveness and endurance of classroom knowledge thus imparted. Implications for academia and practice are discussed and a research framework is proposed. 相似文献
976.
Australian Secondary Students’ Views About Global Warming: Beliefs About Actions, and Willingness to Act 总被引:2,自引:0,他引:2
A 44-item questionnaire was constructed to determine secondary students’ views about how useful various specific actions might
be at reducing global warming, their willingness to undertake the various actions, and the extent to which these two might
be linked. Responses (n = 500) were obtained from students in years 7 to 10 in three schools in NSW, Australia. For some pro-environmental actions,
the degree to which students professed a willingness to act was greater than might be expected from the extent to which they
believed the action to be useful. Such actions are those that involve minimal inconvenience such as switching off un-used
electrical appliances, or those that are becoming well embedded in social practice, such as recycling. For other pro-environmental
actions, the degree to which students were willing to act seemed less than might be expected, given the extent to which they
believed the action to be useful. Actions concerning personal transport, such as buying smaller cars or using public rather
than private transport, and obtaining more electricity from nuclear power stations, fell into this category. Here, there are
disincentives to acting in a pro-environmental manner relating to personal inconvenience, or concern about nuclear power.
The data were also explored to determine the strength of the relationships, for each action, between students’ professed willingness
to act and their belief that an action would be effective. This suggested a measure of the potential effectiveness of education
about that action. For some actions, this relationship was weak; in such cases, altering belief about the usefulness of the
action might not be expected to produce major changes in behaviour. Issues concerning public transport were of this type;
clearly, for issues such as these, other approaches and/or inducements may be needed to persuade people to adopt pro-environmental
behaviour patterns. For other actions the relationship was stronger, so that in these areas environmental education could
well be effective, especially if a large proportion of the population are not already willing to undertake that action. 相似文献
977.
978.
Scott R. Bartholomew Louis S. Nadelson Wade H. Goodridge Edward M. Reeve 《Educational Assessment》2018,23(2):85-101
We investigated the use of adaptive comparative judgment to evaluate the middle school student learning, engagement, and experience with the design process in an open-ended problem assigned in a technology and engineering education course. Our results indicate that the adaptive comparative judgment tool effectively facilitated the grading of the students’ products and improved the judges’ understanding of the processes the students used to arrive at their solutions. We found the reliability and validity of the tool to be acceptable and the outcomes of our study suggest that there is justification for the use of the adaptive comparative judgment method to assess student learning outcomes at multiple levels of Science, Technology, Engineering, and Math (STEM) education. 相似文献
979.
Edward P. Nathan 《Performance Improvement》2008,47(6):18-24
This article examines a number of issues regarding the leveraged use of global training within multinational organizations. Given a common purpose and using technology that may minimize cultural differences, is it possible for these organizations to overcome some of the cultural barriers to adult learning? In examining this concept, this article discusses issues of cultural differences, adult cognition, technology, developing global courseware, and measuring its impact. 相似文献
980.