全文获取类型
收费全文 | 5293篇 |
免费 | 84篇 |
国内免费 | 9篇 |
专业分类
教育 | 3634篇 |
科学研究 | 607篇 |
各国文化 | 49篇 |
体育 | 370篇 |
综合类 | 8篇 |
文化理论 | 67篇 |
信息传播 | 651篇 |
出版年
2023年 | 29篇 |
2022年 | 37篇 |
2021年 | 55篇 |
2020年 | 105篇 |
2019年 | 151篇 |
2018年 | 241篇 |
2017年 | 269篇 |
2016年 | 239篇 |
2015年 | 143篇 |
2014年 | 188篇 |
2013年 | 873篇 |
2012年 | 203篇 |
2011年 | 217篇 |
2010年 | 185篇 |
2009年 | 147篇 |
2008年 | 126篇 |
2007年 | 159篇 |
2006年 | 109篇 |
2005年 | 117篇 |
2004年 | 96篇 |
2003年 | 96篇 |
2002年 | 78篇 |
2001年 | 109篇 |
2000年 | 86篇 |
1999年 | 78篇 |
1998年 | 70篇 |
1997年 | 54篇 |
1996年 | 61篇 |
1995年 | 34篇 |
1994年 | 39篇 |
1993年 | 24篇 |
1992年 | 50篇 |
1991年 | 56篇 |
1990年 | 36篇 |
1989年 | 47篇 |
1988年 | 40篇 |
1987年 | 36篇 |
1986年 | 41篇 |
1985年 | 45篇 |
1984年 | 41篇 |
1983年 | 23篇 |
1982年 | 35篇 |
1981年 | 31篇 |
1980年 | 18篇 |
1979年 | 41篇 |
1978年 | 33篇 |
1977年 | 24篇 |
1974年 | 23篇 |
1972年 | 25篇 |
1971年 | 20篇 |
排序方式: 共有5386条查询结果,搜索用时 15 毫秒
141.
Shahron Williams van Rooij 《Education and Information Technologies》2007,12(4):191-209
As institutions of Higher Education try to balance limited resources with the rising costs of technology, some institutions
are turning to Open Source software for campus-wide applications such as course management systems and portals. The assumption
is that Open Source will provide the flexibility to build pedagogically sound learning environments while increasing technology
efficiencies. This paper outlines the current state of Open Source software deployment in US Higher Education based on a survey
of 772 Chief Academic Officers and Chief Information Officers conducted in 2006. The results indicate that Carnegie classification
is a critical differentiator of awareness, adoption, and perceptions of Open Source software applications, with perceived
cost of ownership being the key driver of Open Source adoption. Moreover, the study shows that institutions have made little
progress in the development of polices and procedures for Open Source regulatory compliance and security. The study serves
as a baseline for future research into the conditions for successful use of Open Source for supporting integrated learning
environments that deliver campus-wide efficiencies.
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
Shahron Williams van RooijEmail: |
Shahron Williams van Rooij is Assistant Professor of Instructional Technology at George Mason University with a focus on the university’s e-Learning Certificate Program. She holds a Ph.D. in Quantitative Methods in the Social Sciences from the City University of New York and has just completed a second doctorate in Instructional Technology and Software Information Systems at George Mason University. As a Certified Distance Education Professional (C.D.E.P.) credentialed by Texas A&M University, she is a frequent speaker on the development of Web-based education and has published in a variety of journals such as the WebNet Journal, the Journal of Interactive Learning Research, the Journal of Modern Business, the Marketing Research Review and the Journal of Research on Technology in Education. Prior to joining GMU, she was the Director of Marketing at Datatel, Inc., in Fairfax, VA, where she facilitated the engineering of new e-learning technology solutions. 相似文献
142.
Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
143.
Development of decision making in school-aged children and adolescents: evidence from heart rate and skin conductance analysis 总被引:2,自引:1,他引:1
Age differences in decision making indicate that children fail to anticipate outcomes of their decisions. Using heart rate and skin conductance analyses, we tested whether developmental changes in decision making are associated with (a) a failure to process outcomes of decisions, or (b) a failure to anticipate future outcomes of decisions. Children aged 8-10, 12-14, and 16-18 years performed the Hungry Donkey task, a child version of the Iowa Gambling Task, while heart rate and skin conductance activity were continuously recorded. Children aged 16-18 learned to make advantageous choices over task blocks faster than the two younger age groups. Age differences were present for anticipation-related autonomic activity but not outcome-related autonomic activity. The results are interpreted vis-à-vis models of prefrontal cortex maturation. 相似文献
144.
R. K. Upadhyay S. K. Gaur V. P. Agrawal K. C. Arora 《European Journal of Engineering Education》2007,32(1):21-33
Quality assurance in engineering education is a multifaceted problem further augmented by the stakeholders of engineering education. Students, parents and employers are rightfully questioning the quality of the curriculum, the instructional delivery, the learning environment, accessibility to learning technologies and equipment, employability as well as the possibilities of lifelong learning and the improvement of knowledge (Karapetrovic 2002). The purpose of the study is, therefore, to identify the parameters that influence the quality of an engineering education system and develop an integrated model of hierarchical structuring and a concept map for pre-identified concept elements through a process of iterative-interactive consensus-driven methodology, as advocated by second-generation system design paradigm for evolving knowledge scenario of concepts related to quality engineering education. 相似文献
145.
Jean-Pierre V. M. Hérubel 《Learned Publishing》2023,36(2):164-170
Academic book and journal publishing constitutes the majority focus of university presses. Besides commercial scholarly publishers, academic scholars and researchers view the opportunities provided by university presses as important venues for the dissemination of their research. This discussion focuses on the disciplinary imperative to publish scholarship that is ever more fluid and specialized as academic disciplines continue to become further nuanced in their response to the increasing knowledge produced by humanities and social science inquiry. The focus is on university presses and not commercial scholarly presses, although constitute a significant locus of scholarly publishing. What are the general characteristics of academic specialization and university press publishing? Further, how is disciplinary fluidity, especially evolving specialization, reflected in university press book publishing nomenclature and how scholarship is tied to the intellectual preoccupations of academic specialization? Multi- and inter-disciplinarities further articulate disciplinary publishing, accelerating disciplinary fluidity. Examples from disciplinary and emerging configurations of disciplinary nomenclature utilized by university presses offers insight into specialization and publishing. Academic history publishing is used to illustrate newly emerging fluid disciplinary configurations. 相似文献
146.
Robinson Clinton Vũ Tú Anh Thị 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):443-470
International Review of Education - In the multilingual environments of Africa, national literacy policies vary in terms of the attention they give to the roles and purposes of local, national and... 相似文献
147.
Noyens Dorien Donche Vincent Coertjens Liesje van Daal Tine Van Petegem Peter 《European Journal of Psychology of Education - EJPE》2019,34(1):67-86
European Journal of Psychology of Education - Previous theoretical research proposed a link between students’ academic motivation and students’ experiences of social integration, but... 相似文献
148.
149.
150.
A common practice for counteracting response acquiescence in psychological measures has been to employ both negatively and positively worded items. However, previous research has highlighted that the reliability of measures can be affected by this practice (Spector, 1992). The purpose of the present study was to examine the effect that the presence of negatively worded items has on the internal reliability of the Group Environment Questionnaire (GEQ). Two samples (N = 276) were utilized, and participants were asked to complete the GEQ (original and revised) on separate occasions. Results demonstrated that the revised questionnaire (containing all positively worded items) had significantly higher Cronbach alpha values for three of the four dimensions of the GEQ. Implications, alternatives, and future directions are discussed. 相似文献