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141.
作为国际商品的知识与教育:公共产品的消解 总被引:3,自引:0,他引:3
全球化是 2 1世纪高等教育的核心部分之一。它带来了许多机会 ,同时又是一项挑战 ,对发展中国家来说尤其这样。全球化有许多不平等的因素 ,包括 :英语的广泛使用 ,这对那些不以英语作为教学语言的国家不利 ;知识产品如数据库等的所有权 ;发达国家大学在学术交流和其他联系方面处于主导地位。WTO和目前关于服务贸易协定的争论体现了全球化的复杂性。服务贸易协定寻求开放全球的高等教育市场 ,但与此同时 ,这也会影响到许多国家对高等教育决策的控制权 相似文献
142.
Twisted roots: The Western impact on Asian higher education 总被引:1,自引:0,他引:1
Philip G. Altbach 《Higher Education》1989,18(1):9-29
The long historical and contemporary impact of Western academic models, practices and orientations on Asian universities in such countries as India, Malaysia, Indonesia and Singapore shaped the nature of higher education systems in these countries. The Japanese colonial impact in Korea and Taiwan is also significant and an interesting variation on the colonial theme. Several Asian countries, including Thailand, Japan and China were not formally colonized, but the mixture of influence on the academic institutions that has developed in these countries reflects considerable Western influence. Contemporary factors such as the international knowledge system, the numbers of students studying in Western nations and patterns of scientific interaction also have a major impact on the growth of universities in Asia. 相似文献
143.
Lewis O Sargent J Chaffin M Friedrich WN Cunningham N Cantor P Sumner Coffey P Villani S Beard PR Clifft MA Greenspun D;Network Child Abuse Prevention Treatment Program Open Society Institute Soros Foundations Network Children's Mental Health Alliance 《Child abuse & neglect》2004,28(1):93-111
PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts. 相似文献
144.
This article explores potential changes in the power relationships among teachers and principals under four emerging forms of structured teacher involvement in schoolwide decision making: Instructional Leadership Teams, Principals' Advisory Councils, School Improvement Teams, and Lead Teacher Committees. Each organizational model is described in terms of its purpose, its operation, the role of teachers and the principal, and its potential impact on teacher leadership and empowerment. A conceptual framework that views organizational power in terms of access to resources and the ability to obtain cooperation from other actors (Kanter, 1979) is utilized to gauge potential changes in the power of principal and teacher roles under each of these emerging models. The conceptual analysis suggests that models seeking to empower teachers and improve student learning must provide for increased interaction among teachers in curricular and instructional decision making.Presented at the annual meeting of the American Educational Research Association, New Orleans, April 1988. 相似文献
145.
Tenko Raykov Philip B. Gorelick Anna Zajacova George A. Marcoulides 《Structural equation modeling》2018,25(1):115-120
This article is concerned with a latent variable modeling approach to discrete time survival analysis that includes both time-invariant and time-varying covariates. The approach is illustrated with data from the Health and Retirement Study, which are utilized to study further the relationship of depression to stroke in middle and late life. Employing lag-1 depression scores as time-varying covariates, in addition to a set of relevant medical and demographic variables as time-invariant covariates collected at baseline, the article addresses a particular aspect of the prominent vascular depression hypothesis representing an important area in aging research, gerontology, geriatrics, and medicine. The results indicate considerable links of immediately prior depression levels to subsequent occurrences of stroke in middle-aged and older adults. The findings complement those reported by Raykov, Gorelick, Zajacova, and Marcoulides (2017), and are consistent with that hypothesis implying depression as a potential warning sign of an impending stroke. 相似文献
146.
The Logic of Mass Higher Education 总被引:6,自引:0,他引:6
Philip G. Altbach 《Tertiary Education and Management》1999,5(2):105-122
The distinguishing characteristic of postsecondary education in the past half century has been expansion -- the emergence of mass higher education worldwide. Now, many industrialised countries educate forty percent or more of youth in postsecondary education, and developing countries are rapidly expanding as well. Mass higher education brings with it certain inevitable changes in higher education. Among these are a diversification of academic institutions, less homogenous student populations, alterations in patterns of academic work and of the academic profession itself, an increase in managerial control of academic institutions, and, recently, a reliance on distance methods of delivering instruction. These changes are part of the logic of mass higher education, and will be increasingly apparent in the 21st century. 相似文献
147.
This paper examines the impact of education reforms on school admissions policies and practices. It discusses the changes that are needed to improve the current system, especially in areas where the market is highly developed. It is concluded that the new legislation to be enacted by the current Labour Government should be beneficial, but that more far-reaching changes are needed for the admissions process to be equitable, transparent and accountable. 相似文献
148.
149.
Chen Chen Gerhard Sonnert Philip M. Sadler Dimitar Sasselov Colin Fredericks 《科学教学研究杂志》2020,57(6):879-910
Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open to anyone with computer access and rarely have prerequisite requirements, the range of student backgrounds can be far more varied than in conventional classroom-based courses. Prior studies have shown that misconceptions have a huge impact on students' learning performance; however, no study has empirically examined the relationship between misconceptions and learning persistence. This study of 12,913 MOOC-takers examines how students' misconceptions about the upcoming course material affect course completion. Using a survival analysis approach, we found that, controlling for the score in a pre-course test, students holding more misconceptions had a higher dropout rate at the start of the course, an effect that diminished over time. Other student variables were found to have a positive impact on survival that persisted throughout the entire course: U.S. location, higher age, an intention to complete, better English skills, prior familiarity with the subject, motivation to earn a certificate, and score and time spent on the previous problem set (homework). By contrast, student gender, education level, number of previous MOOCs completed, and motivation to participate in online discussion forums did not affect survival. 相似文献
150.