全文获取类型
收费全文 | 6005篇 |
免费 | 473篇 |
国内免费 | 120篇 |
专业分类
教育 | 4821篇 |
科学研究 | 607篇 |
各国文化 | 108篇 |
体育 | 237篇 |
综合类 | 176篇 |
文化理论 | 14篇 |
信息传播 | 635篇 |
出版年
2023年 | 9篇 |
2022年 | 58篇 |
2021年 | 129篇 |
2020年 | 146篇 |
2019年 | 191篇 |
2018年 | 170篇 |
2017年 | 223篇 |
2016年 | 174篇 |
2015年 | 267篇 |
2014年 | 331篇 |
2013年 | 1202篇 |
2012年 | 331篇 |
2011年 | 367篇 |
2010年 | 360篇 |
2009年 | 282篇 |
2008年 | 308篇 |
2007年 | 256篇 |
2006年 | 260篇 |
2005年 | 214篇 |
2004年 | 178篇 |
2003年 | 160篇 |
2002年 | 167篇 |
2001年 | 161篇 |
2000年 | 124篇 |
1999年 | 68篇 |
1998年 | 44篇 |
1997年 | 29篇 |
1996年 | 49篇 |
1995年 | 49篇 |
1994年 | 25篇 |
1993年 | 22篇 |
1992年 | 25篇 |
1991年 | 18篇 |
1990年 | 30篇 |
1989年 | 17篇 |
1988年 | 18篇 |
1987年 | 18篇 |
1986年 | 15篇 |
1985年 | 18篇 |
1984年 | 15篇 |
1983年 | 11篇 |
1982年 | 9篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1973年 | 4篇 |
1969年 | 2篇 |
排序方式: 共有6598条查询结果,搜索用时 15 毫秒
971.
972.
In recent years there has been a growing interest in arming physical education teachers with critical pedagogies. The purpose of this study was to determine the influence of a critically oriented methods course and early field experience (EFE) on 20 preservice teachers' (PTs) conceptions of the teaching–learning process. Data were collected using the critical incident technique and a reflective questionnaire. They were analyzed by employing the analytic induction method. Results indicated that the inward focus of the methods course and EFE on the analysis of teaching had a considerable influence on the PTs. Conversely, the outward focus on curriculum studies as well as four permeating themes (elitism, racism, classism, and sexism) appeared to have virtually no impact on them at all. Possible reasons for and implications of these findings are discussed. 相似文献
973.
Latent inhibition, which refers to attenuated responding to a conditioned stimulus (CS) after CS-unconditioned stimulus (CS-US) pairings as a result of CS-alone presentations prior to the pairings, is often attenuated if preexposure and conditioning occur in different contexts (i.e., it is context specific). Here we report two conditioned lick suppression experiments, using rat subjects, that examined whether manipulations known to attenuate the context specificity of extinction could also eliminate the context specificity of latent inhibition. Context specificity of latent inhibition was eliminated when the CS was preexposed in multiple contexts (Experiment 1) and when the CS was massively pre-exposed in the training context alone (Experiment 2). These results and their practical implications are discussed in the framework of contemporary theories of latent inhibition. 相似文献
974.
Gita Steiner‐Khamsi 《Educational studies》1990,16(1):33-47
The shift from a multicultural to an anti‐racist perspective in education left the issue of community languages aside. There seem to be four reasons for the persisting marginal position of community languages within anti‐racist education in Britain: (1) the gap between the theoretical concept of anti‐racist education and its implementation in practice; (2) the prevalent mainstream doctrine; (3) the pervasive international hegemony of English language; and (4) the political devaluation of ethnicity approaches. The 1988 United Kingdom Education Reform Act, along with the European integration and its accompanying Eurocen‐trism, appears to marginalise the community languages even further. 相似文献
975.
薛畅 《中国现代教育装备》2007,(9):77-78
本文通过《机械基础及机构零件》教学中存在的问题,作者结合自身的实践提出了开展实践性教学的一些看法。 相似文献
976.
如何实现大道理与小道理的统一、理想信念与现实认识的统一、主旋律多样化的统一,是当前思想政治教育亟待解决的问题。为了解决这些问题,分别设计了“葫芦串”、“双塔递进”、“齿轮噬合”三种模型,旨在增进思想政治教育的实效性。 相似文献
977.
978.
Li‐Fen Liao 《Distance Education》2006,27(1):45-62
Motivating learners to continue to study and enjoy learning is one of the critical factors in distance education. Flow theory is a useful framework for studying the individual experience of learning through using computers. In this study, I examine students’ emotional and cognitive responses to distance learning systems by constructing two models to test the students’ flow states. The first model examines the cause and effect of the flow experience when students use distance learning systems. The second model considers the impact of three types of interaction on the flow experience. A questionnaire‐based field survey is used to test the two models. Data from 253 distance learning students are examined under each of the two models. The results from Model 1 indicate that flow theory works well in a distance learning environment. The results from Model 2 point out that learner–instructor and learner–interface have a positive relationship with flow experience, whereas learner–learner interaction has not shown a significant relationship with flow experience. 相似文献
979.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
980.
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献