全文获取类型
收费全文 | 28257篇 |
免费 | 239篇 |
国内免费 | 11篇 |
专业分类
教育 | 20370篇 |
科学研究 | 3161篇 |
各国文化 | 169篇 |
体育 | 1629篇 |
综合类 | 19篇 |
文化理论 | 575篇 |
信息传播 | 2584篇 |
出版年
2022年 | 111篇 |
2021年 | 170篇 |
2020年 | 267篇 |
2019年 | 379篇 |
2018年 | 2627篇 |
2017年 | 2569篇 |
2016年 | 2026篇 |
2015年 | 438篇 |
2014年 | 581篇 |
2013年 | 3024篇 |
2012年 | 632篇 |
2011年 | 1127篇 |
2010年 | 1201篇 |
2009年 | 753篇 |
2008年 | 993篇 |
2007年 | 1504篇 |
2006年 | 418篇 |
2005年 | 686篇 |
2004年 | 767篇 |
2003年 | 646篇 |
2002年 | 409篇 |
2001年 | 360篇 |
2000年 | 404篇 |
1999年 | 301篇 |
1998年 | 190篇 |
1997年 | 237篇 |
1996年 | 209篇 |
1995年 | 150篇 |
1994年 | 162篇 |
1993年 | 152篇 |
1992年 | 226篇 |
1991年 | 225篇 |
1990年 | 251篇 |
1989年 | 251篇 |
1988年 | 221篇 |
1987年 | 231篇 |
1986年 | 205篇 |
1985年 | 236篇 |
1984年 | 182篇 |
1983年 | 172篇 |
1982年 | 152篇 |
1981年 | 130篇 |
1980年 | 136篇 |
1979年 | 214篇 |
1978年 | 164篇 |
1977年 | 140篇 |
1976年 | 117篇 |
1975年 | 108篇 |
1974年 | 118篇 |
1973年 | 115篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
231.
232.
E. P. Semenyuk 《Scientific and Technical Information Processing》2017,44(1):1-14
At the turn of the 21st century a methodological analysis of the planetary development of civilization became a topical issue in world science. Such an analysis is based on a framework of categorical concepts adopted for active use in globalistics, namely, the biosphere, sociosphere, technosphere, noosphere, and infosphere. The given context provides a new perspective on the phenomenon of information and informatics, with the latter having experienced increasing demands as a popular scientific discipline in the field of information. In the contemporary setting, these phenomena can be adequately evaluated only in connection with the above concepts. 相似文献
233.
234.
Rev. Robert F. Drinan S.J. 《Equity & Excellence in Education》2013,46(4):8-13
This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved. 相似文献
235.
236.
Kenneth D. Smith John Paul Eddy Thomas C. Richards Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13
Abstract An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it. 相似文献
237.
238.
239.
240.
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