全文获取类型
收费全文 | 35700篇 |
免费 | 569篇 |
国内免费 | 149篇 |
专业分类
教育 | 25307篇 |
科学研究 | 3792篇 |
各国文化 | 311篇 |
体育 | 2762篇 |
综合类 | 44篇 |
文化理论 | 299篇 |
信息传播 | 3903篇 |
出版年
2021年 | 309篇 |
2020年 | 534篇 |
2019年 | 748篇 |
2018年 | 1047篇 |
2017年 | 1079篇 |
2016年 | 1043篇 |
2015年 | 628篇 |
2014年 | 832篇 |
2013年 | 6542篇 |
2012年 | 815篇 |
2011年 | 895篇 |
2010年 | 672篇 |
2009年 | 654篇 |
2008年 | 734篇 |
2007年 | 731篇 |
2006年 | 672篇 |
2005年 | 621篇 |
2004年 | 588篇 |
2003年 | 554篇 |
2002年 | 590篇 |
2001年 | 630篇 |
2000年 | 613篇 |
1999年 | 619篇 |
1998年 | 341篇 |
1997年 | 362篇 |
1996年 | 418篇 |
1995年 | 367篇 |
1994年 | 325篇 |
1993年 | 320篇 |
1992年 | 484篇 |
1991年 | 480篇 |
1990年 | 522篇 |
1989年 | 523篇 |
1988年 | 470篇 |
1987年 | 431篇 |
1986年 | 436篇 |
1985年 | 528篇 |
1984年 | 457篇 |
1983年 | 428篇 |
1982年 | 360篇 |
1981年 | 356篇 |
1980年 | 310篇 |
1979年 | 451篇 |
1978年 | 382篇 |
1977年 | 357篇 |
1976年 | 295篇 |
1975年 | 245篇 |
1974年 | 259篇 |
1973年 | 265篇 |
1972年 | 219篇 |
排序方式: 共有10000条查询结果,搜索用时 281 毫秒
951.
Alice Brown Patrick A. Danaher 《International Journal of Research & Method in Education》2019,42(1):76-90
This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews. 相似文献
952.
Valerie Dean O’Loughlin Polly R. Husmann James J. Brokaw 《Anatomical sciences education》2019,12(2):181-190
Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal. 相似文献
953.
954.
Firestone William A. Donaldson Morgaen L. 《Educational Assessment, Evaluation and Accountability》2019,31(3):289-314
Educational Assessment, Evaluation and Accountability - Most recent research on teacher evaluation examines evaluation’s measurement properties and accountability uses. Less research studies... 相似文献
955.
Torres Leonor L. Palhares José A. Afonso Almerindo J. 《Educational Assessment, Evaluation and Accountability》2019,31(2):155-175
Educational Assessment, Evaluation and Accountability - The mechanisms of academic distinction of the best students, such as the Honours Boards of Excellence and Value, emerge in Portuguese state... 相似文献
956.
丹巴县高中阶段教育现状可归纳为:经济地理限制,发展基础薄弱;校园占地面积狭小,无扩展空间;资金投入少,资源配置不足;优质教师外流,优质生源外流;高中阶段普及率低,高考上线率低;学校缺乏竞争力,师生向心力不强。 相似文献
957.
在经济、文化全球化和以工业化与城镇化为主要特征的国家发展背景下,面对施甸县布朗族传统文化呈现弱化这一现象,以施甸县两个典型的布朗族村落为研究对象,在运用田野调查、问卷调查及访谈法等方法获取大量研究数据和资料的基础上,采用从定性到定量的综合集成方法揭示施甸布朗族传统文化的变迁特征,并进一步分析其传统文化变迁的地理驱动力,并就如何实现施甸布朗族聚居地区社会经济较快发展与其民族传统文化传承和保护之间的耦合提出相关的对策建议,以期为当地政府制定民族文化发展战略及其传承保护措施提供科学依据和决策参考。 相似文献
958.
The purpose of this study is to examine the relationship between perceived ageism and depression in later life and to clarify the mechanism underlying this relationship by examining the mediating effects of self-perception of aging and purpose in life. The Health and Retirement Study surveys were used for this secondary analysis of data. The sample included 3,991 older adults, and structural equation modeling (SEM) analyses using structural regression models were conducted. SEM analyses revealed that full mediation effects of self-perception of aging and purpose in life exist. Older adults who perceive ageism are likely to have negative self-perception of aging, and this negative view of their own aging is likely to decrease purpose in life and increase depressive symptoms. The results of this study imply that more efforts and resources are necessary to reduce ageism and its negative effect on depression among older adults. Additionally, the current study suggests the necessity of anti-ageism policies and social services. Increasing positive self-perception of aging, purpose in life, and resilience could be the key to a better quality of life for older adults. 相似文献
959.
Matt Ryan Huml N David Pifer Caitlin Towle Cheryl R Rode 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):1-18
College athletics is currently in the midst of a building boom in which universities are competing with each other to reach an always-increasing standard of lavish athletic facilities. While these facilities are costing in the tens or hundreds of millions of dollars, little research is examining the return on investment for athletic programs. The purpose of this study was to examine the effect of new athletic facilities on recruiting rankings for Power Five football and men's basketball programs. Data was collected on athletic facilities newly constructed or renovated from 2005 through 2015 at Power Five NCAA Division I programs. Using LSDV fixed effects regression models, results found a lack of significant improvement within football and basketball recruiting rankings following the completion of new athletic facilities, but some significance in the two years before the project was completed. Significant control variables also highlighted the effects that coaching changes can have on recruiting. 相似文献
960.
Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse. 相似文献