全文获取类型
收费全文 | 1995篇 |
免费 | 39篇 |
国内免费 | 4篇 |
专业分类
教育 | 1426篇 |
科学研究 | 205篇 |
各国文化 | 23篇 |
体育 | 170篇 |
综合类 | 4篇 |
文化理论 | 17篇 |
信息传播 | 193篇 |
出版年
2023年 | 11篇 |
2022年 | 18篇 |
2021年 | 38篇 |
2020年 | 50篇 |
2019年 | 77篇 |
2018年 | 89篇 |
2017年 | 127篇 |
2016年 | 86篇 |
2015年 | 76篇 |
2014年 | 78篇 |
2013年 | 401篇 |
2012年 | 83篇 |
2011年 | 70篇 |
2010年 | 61篇 |
2009年 | 66篇 |
2008年 | 67篇 |
2007年 | 53篇 |
2006年 | 41篇 |
2005年 | 37篇 |
2004年 | 37篇 |
2003年 | 21篇 |
2002年 | 41篇 |
2001年 | 23篇 |
2000年 | 31篇 |
1999年 | 14篇 |
1998年 | 16篇 |
1997年 | 22篇 |
1996年 | 26篇 |
1995年 | 23篇 |
1994年 | 26篇 |
1993年 | 18篇 |
1992年 | 12篇 |
1991年 | 9篇 |
1990年 | 15篇 |
1989年 | 13篇 |
1988年 | 11篇 |
1987年 | 6篇 |
1986年 | 12篇 |
1985年 | 7篇 |
1984年 | 12篇 |
1983年 | 12篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 10篇 |
1979年 | 7篇 |
1978年 | 11篇 |
1976年 | 7篇 |
1975年 | 9篇 |
1974年 | 6篇 |
1971年 | 5篇 |
排序方式: 共有2038条查询结果,搜索用时 15 毫秒
91.
Brian Barrett Arron M. Bound 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):267-283
This article presents a critical discourse analysis of no promo homo policies and their effects in US schools. No promo homo—short for “no promotion of homosexuality” (Eskridge, 2000, p. 1329)—polices have been adopted across nine states and several local school districts in the United States. They direct teachers and school officials to take a neutral position on the subject of sexual orientation and identity and often restrict or prohibit any school-based instruction, counseling, discussion, or activity that could be construed as being positive about or promoting homosexuality (Bonauto, n.d.; Cahill &; Cianciotto, 2004; Eskridge 2000). Our analysis suggests that, despite their claim to neutrality, no promo homo policies are actively harmful both to students who identify as lesbian, gay, bisexual, or transgender (LGBT) as well as to the broader school community. In an effort to ultimately promote healthier, more equitable school environments and experiences for all students, this article aims to raise awareness about the problematic effects of no promo homo policy language and the assumptions that often underlie it. 相似文献
92.
John G. Sharp Brian Hemmings Russell Kay Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common. 相似文献
93.
94.
95.
Li Zhao Yi Zheng Junbang Zhao Guoqiang Li Brian J. Compton Rui Zhang Fang Fang Gail D. Heyman Kang Lee 《Child development》2023,94(4):922-940
Academic cheating is common, but little is known about its early emergence. It was examined among Chinese second to sixth graders (N = 2094; 53% boys, collected between 2018 and 2019) using a machine learning approach. Overall, 25.74% reported having cheated, which was predicted by the best machine learning algorithm (Random Forest) at a mean accuracy of 81.43%. Cheating was most strongly predicted by children's beliefs about the acceptability of cheating and the observed prevalence and frequency of peer cheating at school. These findings provide important insights about the early development of academic cheating, and how to promote academic integrity and limit cheating before it becomes entrenched. The present research demonstrates that machine learning can be effectively used to analyze developmental data. 相似文献
96.
Ali E. Akgün Gary S. Lynn Halit Keskin Derya Dogan 《International Journal of Information Management》2014
This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes. 相似文献
97.
98.
Ali Asghar Ghasemi Hooshang Yazdani Majid Amerian 《Journal of Intercultural Communication Research》2020,49(1):41-60
ABSTRACTThis study aimed to present a model of intercultural communicative competence (ICC) by incorporating international posture, motivational disposition (ideal L2 self), second language (L2) self-confidence, and metacognitive learning strategies. To this end, 150 Iranian L2 learners, selected through convenience sampling procedure, took part in the research. The findings of structural equation modelling revealed that the proposed model showed adequate fit to the data, implying that the model is appropriate in Iranian English as a foreign language (EFL) context. Also, the results indicated that learners with a high level of international posture are more likely to bridge the gap between their present and ideal selves. This was, additionally, argued that internationally oriented and ideally motivated learners become confident of their abilities to get engaged in interaction with L2 target communities. Furthermore, metacognitive learning strategies were found to be directly associated with ICC, implicating that the learners who continuously reflect on their learning and evaluate their performances are more prone to have a higher level of ICC. Finally, suggestions were offered for language teachers and policy-makers to inspire their learners to be more competent in communication with people of other cultures and languages. 相似文献
99.
新时期柯尔克孜族小说集《黑脸山仙》以立足现实、反映民族生活的现实主义精神,超越民族地域界限的世界性因素,以及鲜明的民族地域特色与现代表现手段相结合的特点,展示了新时期柯尔克孜小说的成就及成长历程。 相似文献
100.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |