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71.
The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds 总被引:1,自引:0,他引:1
72.
Susan Hurst Dominic Marsh Dean Brown Shona Forbes 《New Review of Academic Librarianship》2017,23(4):442-452
This case study describes the creation of a leisure reading collection in the Clifford Whitworth library at the University of Salford. It briefly surveys existing literature on leisure reading collections and looks at the growing interest among U.K. academic libraries in recreational reading. It considers the reasons for promoting reading as a leisure activity to students and describes the processes of selecting, purchasing, and marketing the collection at Salford. It also considers possible future developments for the collection and the evaluation of the library's attempts to encourage a culture of reading among Salford students. The positive response to the collection suggests the development of leisure reading is a worthwhile activity for academic libraries to focus on and the study contains useful information for others who are interested in creating a similar collection. 相似文献
73.
Yamila M. El-Khayat Carrie S. Forbes Jeffrey G. Coghill 《Medical reference services quarterly》2017,36(1):62-72
The National Guidelines Clearinghouse (NGC), also known as Guideline.gov, is a database of resources to assist health care providers with a central depository of guidelines for clinical specialty areas in medicine. The database is provided free of charge and is sponsored by the U.S. Department of Health and Human Services and the Agency for Healthcare Research and Quality. The guidelines for treatment are updated regularly, with new guidelines replacing older guidelines every five years. There are hundreds of current guidelines with more added each week. The purpose and goal of NGC is to provide physicians, nurses, and other health care providers, insurance companies, and others in the field of health care with a unified database of the most current, detailed, relevant, and objective clinical practice guidelines. 相似文献
74.
Herbert W. Marsh Marjorie Seaton Ulrich Trautwein Oliver Lüdtke K. T. Hau Alison J. O’Mara Rhonda G. Craven 《Educational Psychology Review》2008,20(3):319-350
The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when
attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the
school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual
student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of
the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have
important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective
schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust
generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating
that the BFLPE stands up to scrutiny.
Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed
during the final preparation for publication.
The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation
of our article, whilst still acknowledging that they might not agree will all the views expressed here. 相似文献
75.
76.
We use the 2003 National Survey of College Graduates to provide the first estimates of the effect on earnings of having a double major. Overall, double majoring increases earnings by 2.3% relative to having a single major among college graduates without graduate degrees. Most of the gains from having a double major come from choosing fields across two different major categories. Graduates who combine an arts, humanities or social science major with a major in business, engineering, science or math have returns 7–50% higher than graduates with a single major in arts, humanities or social science. But such double major combinations have returns no higher than single majors in business, engineering, science or math. Majors combining business and science or math have returns more than 50% greater than the returns to having a single major in these fields. 相似文献
77.
78.
79.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
80.
This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally. 相似文献