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161.
162.
Dr. Richard W. Thoreson CarolAnne M. Kardash David A. Leuthold Kelly A. Morrow 《Research in higher education》1990,31(2):193-209
This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career. 相似文献
163.
164.
Richard J. Gigliotti 《Research in higher education》1987,26(4):401-415
Knowledgeable observers generally agree that students can give reasonably unbiased assessments of their classes, as long as proper instruments and procedures are used. These same observers agree, however, that more research is needed to understand the subtle dynamics which affect evaluations. Students' expectations (obtained on the first day) and the violation of these expectations are two possible factors. Their effects on students' final interest and future intentions are compared with students' actual reports of the class given at the end of the semester (n=196). Regression analysis using a simultaneous entry of expectations, expectancy violations, and final reports shows that students' reports at the end of the course account for almost all of the explained variance in the course rating items. 相似文献
165.
Media and method 总被引:3,自引:0,他引:3
166.
Cognitive theory suggests that a key to expert performance lies in the internal organization of the expert's knowledge. The authors contend that the type of technical illustration used during instruction influences knowledge organization and greatly impacts students' understanding of the content. This paper describes an experimental study that tested the impact of one type of conceptual illustration on students' understanding of the structure, function, and behavior of complex technical systems. The results show that supplementing traditional technical instruction with functional flow diagrams can improve overall system understanding. The functional flow diagrams were also found to be an effective instructional aid for enhancing students' conceptual understanding of the causal behavior of systems. In addition, the use of the functional flow diagram was found to significantly improve the subjects' ability to construct conceptual models that were similar to those of an expert. The implications of using conceptual diagrams for technical instruction are discussed and recommendations for future research in this area are provided. 相似文献
167.
Raphael Jacqueline Tobias Sheila Greenberg Richard 《Journal of Science Teacher Education》1999,10(2):147-158
Journal of Science Teacher Education - 相似文献
168.
Richard J. Stiggins 《Educational Measurement》1999,18(1):23-27
What should training for teachers look like? Do our assessment practices align well with what we would like our students to do? How can you self-assess assessment training at your institution? 相似文献
169.
Rats were runway trained on each of two, three-trial series consisting of different varieties of reward (X, Y, and Z) and nonreward (N) serving as trial outcomes. The two series are represented as XNY and ZNN. Distinguishing the two series were different brightness and texture cues on the runway floor. Transfer tests, conducted after the rats had developed faster running for rewarded trials than for nonrewarded trials and slower running on Trial 2 of ZNN than on Trial 2 of XNY, provided evidence that trial position, rather than item memories, was controlling the discriminations. In Experiment 1, reversing the floor cues completely reversed the discriminations. In Experiment 2, transfer to NNN did not change the routine patterns of approach that had been established. 相似文献
170.
Michel Laroche Mohammad Reza Habibi Marie-Odile Richard 《International Journal of Information Management》2013
There is an ongoing debate over the activities of brands and companies in social media. Some researchers believe social media provide a unique opportunity for brands to foster their relationships with customers, while others believe the contrary. Taking the perspective of the brand community building plus the brand trust and loyalty literatures, our goal is to show how brand communities based on social media influence elements of the customer centric model (i.e., the relationships among focal customer and brand, product, company, and other customers) and brand loyalty. A survey-based empirical study with 441 respondents was conducted. The results of structural equation modeling show that brand communities established on social media have positive effects on customer/product, customer/brand, customer/company and customer/other customers relationships, which in turn have positive effects on brand trust, and trust has positive effects on brand loyalty. We find that brand trust has a fully mediating role in converting the effects of enhanced relationships in brand community to brand loyalty. The implications for marketing practice and future research are discussed. 相似文献