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Nicholas D Williams P Smith A Longbottom P 《Health information and libraries journal》2005,22(1):35-43
AIMS/OBJECTIVES: To undertake an information-needs analysis of operating theatre staff in order to inform the development of a specialist library of the National Electronic Library of Health (NeLH). SETTING: Three hospitals in an NHS Trust in a rural county in the north of England. METHODS: In-depth interviews, during which staff were questioned in regard to their job roles and information needs, information-seeking behaviour, access to computers, use and perceptions of the NeLH, and what they would like from a specialist library. RESULTS: Information needs were found to concern direct care, professional and academic development, medical devices knowledge and administration. Currency and speed of delivery were the key information requirements. Poor communication appeared to be a major problem for many staff and inhibited efficient information exchange. When using the Web, both clinical and non-clinical staff searched in a similar fashion to health consumers generally, despite their need for highly specialist information. Most respondents reacted warmly to the idea of the proposed National Electronic Library for Theatre Staff (NeLTS) and made several practical suggestions for suitable material. However, access was problematic for nurses and might prove to be an obstacle to take-up of the Specialist Library. CONCLUSIONS: Communication difficulties, the fragmentation of data in the field and the consequent difficulties of finding information point to the need for an NeLTS. However, for this library to embrace and succeed with all the various groups that constitute the operating theatre staff, issues of access and digital literacy need to be addressed. 相似文献
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Nicholas John Munn 《Ethics and Information Technology》2012,14(1):1-10
In this article I examine a recent development in online communication, the immersive virtual worlds of Massively Multiplayer
Online Role-Playing Games (MMORPGs). I argue that these environments provide a distinct form of online experience from the
experience available through earlier generation forms of online communication such as newsgroups, chat rooms, email and instant
messaging. The experience available to participants in MMORPGs is founded on shared activity, while the experience of earlier
generation online communication is largely if not wholly dependent on the communication itself. This difference, I argue,
makes interaction in immersive virtual worlds such as MMORPGs relevantly similar to interaction in the physical world, and
distinguishes both physical world and immersive virtual world interaction from other forms of online communication. I argue
that to the extent that shared activity is a core element in the formation of friendships, friendships can form in immersive
virtual worlds as they do in the physical world, and that this possibility was unavailable in earlier forms of online interaction.
I do, however, note that earlier forms of online interaction are capable of sustaining friendships formed through either physical
or immersive virtual world interaction. I conclude that we cannot any longer make a sharp distinction between the physical
and the virtual world, as the characteristics of friendship are able to be developed in each. 相似文献
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The self-initiated learning activities of experienced public school teachers are examined in this study. Twenty-two experienced teachers were interviewed to develop a greater understanding of the types of self-initiated learning activities in which they engage and the organizational characteristics that influence their participation in those activities. Analysis of the data showed that experienced teachers engaged in three types of self-initiated learning activities: knowledge exchanging, experimenting, and environmental scanning. Participation in these activities was influenced by the availability of resources, physical layout, and level of centralization in their schools. Implications of these findings for theory, practice, and future research in teacher learning and development are discussed. 相似文献
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This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on individual students in introductory economics classes at a large public university. We note that the instructors of these classes made conscientious efforts to write CR questions that assessed higher levels of learning (Bloom, 1956). Despite this, we find relatively little difference in grade outcomes. Our analysis suggests that switching from an all-CR assessment to an all-MC assessment would produce grade variations that are similar to the differences that are observed for students across different tests. Although other studies have focused on test scores, frequently AP test scores, our study is the first to focus attention on university grades. We hope that our inability to identify substantial benefits to CR questions in terms of grades will stimulate further research to identify substantive benefits from using the more costly CR questions. 相似文献
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