全文获取类型
收费全文 | 1050篇 |
免费 | 16篇 |
专业分类
教育 | 773篇 |
科学研究 | 76篇 |
各国文化 | 10篇 |
体育 | 81篇 |
文化理论 | 6篇 |
信息传播 | 120篇 |
出版年
2023年 | 2篇 |
2022年 | 10篇 |
2021年 | 12篇 |
2020年 | 24篇 |
2019年 | 39篇 |
2018年 | 51篇 |
2017年 | 40篇 |
2016年 | 59篇 |
2015年 | 28篇 |
2014年 | 44篇 |
2013年 | 233篇 |
2012年 | 31篇 |
2011年 | 36篇 |
2010年 | 24篇 |
2009年 | 36篇 |
2008年 | 43篇 |
2007年 | 32篇 |
2006年 | 33篇 |
2005年 | 35篇 |
2004年 | 14篇 |
2003年 | 16篇 |
2002年 | 21篇 |
2001年 | 22篇 |
2000年 | 19篇 |
1999年 | 23篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 10篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 11篇 |
1988年 | 5篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 8篇 |
1982年 | 2篇 |
1980年 | 5篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1968年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有1066条查询结果,搜索用时 15 毫秒
51.
52.
53.
54.
55.
Internationally, schools acknowledge their responsibility in guiding students not only in their academic growth, but also in their lifelong career development. In relation to this development, vocational schools in the Netherlands are implementing integral career guidance in which teachers receive a new task in guiding students in developing their own learning and career paths. A questionnaire was developed to investigate students’ perceptions of career guidance by teachers during career conversations, and data involving 28 teachers were collected from 579 students. The study identified four different teacher guidance profiles. Remarkable is that teachers spoke very little about career issues, and school issues were mostly on the agenda. The results indicate that teachers struggle with the transition towards becoming a career guide of students, and aspects influencing the transition into this new role need to be considered. 相似文献
56.
Christelle Nithart Elisabeth Demont Marie‐Noëlle Metz‐Lutz Steve Majerus Martine Poncelet Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition. 相似文献
57.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
58.
Bibliometric mapping of computer and information ethics 总被引:1,自引:0,他引:1
Richard Heersmink Jeroen van den Hoven Nees Jan van Eck Jan van den Berg 《Ethics and Information Technology》2011,13(3):241-249
This paper presents the first bibliometric mapping analysis of the field of computer and information ethics (C&IE). It provides
a map of the relations between 400 key terms in the field. This term map can be used to get an overview of concepts and topics
in the field and to identify relations between information and communication technology concepts on the one hand and ethical
concepts on the other hand. To produce the term map, a data set of over thousand articles published in leading journals and
conference proceedings in the C&IE field was constructed. With the help of various computer algorithms, key terms were identified
in the titles and abstracts of the articles and co-occurrence frequencies of these key terms were calculated. Based on the
co-occurrence frequencies, the term map was constructed. This was done using a computer program called VOSviewer. The term
map provides a visual representation of the C&IE field and, more specifically, of the organization of the field around three
main concepts, namely privacy, ethics, and the Internet. 相似文献
59.
The present study examined changes in multicultural, Muslim and acculturation attitudes in the Dutch military. In 2008 and 2006 two large quantitative surveys were conducted within the Dutch military. The results of the survey in 2006 showed a slightly negative attitude of Dutch Defense employees towards multiculturalism and a strong preference for assimilation in the public context. Interestingly, in 2008 attitudes towards Multiculturalism had become more positive as compared to 2006. Although in 2008 a higher rate of employees preferred the integration strategy, the majority still favored migrants to adopt an assimilation strategy. 相似文献
60.
The aim of this study was to examine the effectiveness of either a standard care programme (n = 9) or a 12-week supported exercise programme (n = 10) on glycaemic control, β-cell responsiveness, insulin resistance, and lipid profiles in newly diagnosed Type 2 diabetes patients. The standard care programme consisted of advice to exercise at moderate to high intensity for 30 min five times a week; the supported exercise programme consisted of three 60-min supported plus two unsupported exercise sessions per week. Between-group analyses demonstrated a difference for changes in low-density lipoprotein cholesterol only (standard care programme 0.01 mmol · L(-1), supported exercise programme -0.6 mmol · L(-1); P = 0.04). Following the standard care programme, within-group analyses demonstrated a significant reduction in waist circumference, whereas following the supported exercise programme there were reductions in glycosylated haemoglobin (6.4 vs. 6.0%; P = 0.007), waist circumference (101.4 vs. 97.2 cm; P = 0.021), body mass (91.7 vs. 87.9 kg; P = 0.007), body mass index (30.0 vs. 28.7 kg · m(-2); P = 0.006), total cholesterol (5.3 vs. 4.6 mmol · L(-1); P = 0.046), low-density lipoprotein cholesterol (3.2 vs. 2.6 mmol · L(-1); P = 0.028), fasting β-cell responsiveness (11.5 × 10(-9) vs. 7.0 × 10(-9) pmol · kg(-1) · min(-1); P = 0.009), and insulin resistance (3.0 vs. 2.1; P = 0.049). The supported exercise programme improved glycaemic control through enhanced β-cell function associated with decreased insulin resistance and improved lipid profile. This research highlights the need for research into unsupported and supported exercise programmes to establish more comprehensive lifestyle advice for Type 2 diabetes patients. 相似文献