全文获取类型
收费全文 | 9791篇 |
免费 | 118篇 |
国内免费 | 9篇 |
专业分类
教育 | 6655篇 |
科学研究 | 1176篇 |
各国文化 | 60篇 |
体育 | 824篇 |
综合类 | 4篇 |
文化理论 | 68篇 |
信息传播 | 1131篇 |
出版年
2022年 | 57篇 |
2021年 | 111篇 |
2020年 | 158篇 |
2019年 | 229篇 |
2018年 | 339篇 |
2017年 | 313篇 |
2016年 | 316篇 |
2015年 | 199篇 |
2014年 | 302篇 |
2013年 | 1711篇 |
2012年 | 231篇 |
2011年 | 276篇 |
2010年 | 235篇 |
2009年 | 203篇 |
2008年 | 257篇 |
2007年 | 237篇 |
2006年 | 193篇 |
2005年 | 169篇 |
2004年 | 188篇 |
2003年 | 145篇 |
2002年 | 155篇 |
2001年 | 209篇 |
2000年 | 227篇 |
1999年 | 196篇 |
1998年 | 104篇 |
1997年 | 134篇 |
1996年 | 116篇 |
1995年 | 82篇 |
1994年 | 108篇 |
1993年 | 84篇 |
1992年 | 175篇 |
1991年 | 135篇 |
1990年 | 126篇 |
1989年 | 153篇 |
1988年 | 136篇 |
1987年 | 110篇 |
1986年 | 122篇 |
1985年 | 120篇 |
1984年 | 90篇 |
1983年 | 107篇 |
1982年 | 76篇 |
1981年 | 86篇 |
1980年 | 67篇 |
1979年 | 111篇 |
1978年 | 72篇 |
1977年 | 71篇 |
1976年 | 58篇 |
1975年 | 61篇 |
1974年 | 64篇 |
1973年 | 64篇 |
排序方式: 共有9918条查询结果,搜索用时 26 毫秒
71.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
72.
Ivan J. K. Dahl 《The Teacher Educator》2013,48(2):23-26
Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position. 相似文献
73.
All universities in Australia are asked to develop various attributes in their degrees. From 2011, the Australian Qualifications Framework has stipulated some of these attributes for the various levels of qualifications. There are many challenges that face assuring the development of graduate attributes in a Bachelor of Arts as the degree typically has very few core units (if any), a wide choice of subjects, a limited prerequisite structure and, unlike many professional degrees, the BA does not have an external accrediting body. This paper describes an approach used to identify the pathway undertaken by each individual student in a History major of the Bachelor of Arts. This pathway was used to identify the graduate attributes that each student should have developed, as articulated by the lecturers. Student perceptions were then compared with the graduate attributes that were intended to be developed through each individual's combination of units studied. In summary, through analysing the two methods (student perceptions and unit pathway) we found that they concurred with respect to only three-quarters of the graduate attributes. Possible reasons for the discrepancies and future research are discussed. The need for multiple methods of providing evidence of the development of graduate attributes is confirmed. 相似文献
74.
75.
Through a qualitative interview design, this study investigated how participation in a rigorous academic environment may influence gifted students who demonstrate high levels of perfectionism. The study also examined how their responses to a rigorous academic and residential environment may differ according to the type of perfectionism. Findings indicated that some socially prescribed perfectionists reported an increase in perfectionism, whereas some self-oriented perfectionists reported an increase followed by a decrease in their perfectionism. Overall, the majority of the participants, regardless of their type of perfectionism, indicated a decrease in their perfectionism as a result of their new academic environment. Reactions to experiencing imperfections ranged from calm to guilt or even anger, depending on the type of perfectionism. Implications for working with gifted students who show high levels of perfectionism are discussed. 相似文献
76.
77.
Abstract In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making. 相似文献
78.
79.
80.