全文获取类型
收费全文 | 1026篇 |
免费 | 27篇 |
国内免费 | 20篇 |
专业分类
教育 | 570篇 |
科学研究 | 209篇 |
各国文化 | 12篇 |
体育 | 88篇 |
综合类 | 36篇 |
文化理论 | 9篇 |
信息传播 | 149篇 |
出版年
2023年 | 4篇 |
2022年 | 12篇 |
2021年 | 33篇 |
2020年 | 20篇 |
2019年 | 23篇 |
2018年 | 16篇 |
2017年 | 19篇 |
2016年 | 15篇 |
2015年 | 47篇 |
2014年 | 44篇 |
2013年 | 66篇 |
2012年 | 74篇 |
2011年 | 72篇 |
2010年 | 82篇 |
2009年 | 55篇 |
2008年 | 66篇 |
2007年 | 97篇 |
2006年 | 77篇 |
2005年 | 46篇 |
2004年 | 36篇 |
2003年 | 36篇 |
2002年 | 31篇 |
2001年 | 32篇 |
2000年 | 24篇 |
1999年 | 15篇 |
1998年 | 8篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1973年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有1073条查询结果,搜索用时 62 毫秒
951.
952.
对工程图学形象思维培养的研究与探索 总被引:1,自引:0,他引:1
牟小云 《中国教育技术装备》2008,(24)
以工程图学的形象思维培养为核心,分析工程图学教学中形象思维培养的重要性,提出形象思维培养的具体做法。 相似文献
953.
954.
文汇报果然文采飞扬,极富文化含量.这不,2月25日又是一篇《"四大名编"的故事(文汇笔会)》吸引着笔者一口气读完了这整整一大版文章.文章很是有味道,就像喝了一杯陈酿醇厚的老酒,物什早已吞咽,而余香却久留齿间. 相似文献
955.
Maartje Henderikx Karel Kreijns Jonatan Castaño Muñoz Marco Kalz 《Distance Education》2019,40(2):187-204
MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals. 相似文献
956.
本文试从“两高一优”农业的内涵及其特征出发,依据生态农业的理论基础,思考当前发展“两高一优”(高产、优质、高效)农业与生态农业建设的关系。试图说明发展“两高一优”农业,必须充分运用农业生态系统原理,合理地开发利用自然资源和社会资源,以实现农业生产与资源、环境之间的协调、互补,保证其持续、高效发展。同时,发展“两高一优”农业应重视农业的投入,特别是智力投入对现代化农业发展所具有的长远效应。 相似文献
957.
Guanglun Michael Mu 《Journal of Language, Identity & Education》2016,15(5):293-305
The identity-language link has been widely recognised. In Heritage Language research, the complex entanglement between Chinese ethnic identity and Chinese Heritage Language has gained increasing attention in recent decades. Both social psychological and poststructural schools have offered meaningful insights into this field, but have also received criticism from other perspectives. To think through these two camps of scholarship, this paper draws on Bourdieu’s sociological notion of habitus and zooms in on the visible racial identity of Chinese looks. To unveil the dynamics and nature of this particular form of Chinese identity in relation to Chinese Heritage Language learning, the author first surveyed 230 young Chinese Australian adults and then interviewed five of them. The survey result indicated that perceptions of Chinese looks were significantly related to Chinese Heritage Language proficiency. In addition, the theme of looking Chinese repeatedly emerged from the interview data. Participants considered looking Chinese as an integral part of their Chinese identity, reported powerful others’ stereotypical perception that looking Chinese necessarily meant being able to speak Chinese, and indicated that these internal and external understandings of looking Chinese came to shape their Chinese Heritage Language learning. 相似文献
958.
围绕高师教育要为基础教育课程改革与发展提供良好的师资保证的问题 ,对高师教育改革从深化教学改革、更新教学内容、更新教学方法等方面进行了思考。 相似文献
959.
Florence Chang Marco A. Muñoz 《Educational Assessment, Evaluation and Accountability》2006,19(1-2):35-49
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed. 相似文献
960.