全文获取类型
收费全文 | 2767篇 |
免费 | 52篇 |
专业分类
教育 | 2281篇 |
科学研究 | 51篇 |
各国文化 | 58篇 |
体育 | 101篇 |
综合类 | 2篇 |
文化理论 | 9篇 |
信息传播 | 317篇 |
出版年
2023年 | 9篇 |
2022年 | 16篇 |
2021年 | 31篇 |
2020年 | 52篇 |
2019年 | 104篇 |
2018年 | 128篇 |
2017年 | 137篇 |
2016年 | 110篇 |
2015年 | 63篇 |
2014年 | 109篇 |
2013年 | 656篇 |
2012年 | 79篇 |
2011年 | 81篇 |
2010年 | 82篇 |
2009年 | 88篇 |
2008年 | 90篇 |
2007年 | 78篇 |
2006年 | 59篇 |
2005年 | 69篇 |
2004年 | 63篇 |
2003年 | 57篇 |
2002年 | 47篇 |
2001年 | 39篇 |
2000年 | 36篇 |
1999年 | 31篇 |
1998年 | 22篇 |
1997年 | 37篇 |
1996年 | 20篇 |
1995年 | 30篇 |
1994年 | 35篇 |
1993年 | 25篇 |
1992年 | 17篇 |
1991年 | 27篇 |
1990年 | 30篇 |
1989年 | 18篇 |
1988年 | 16篇 |
1987年 | 11篇 |
1986年 | 15篇 |
1985年 | 14篇 |
1984年 | 23篇 |
1983年 | 14篇 |
1982年 | 18篇 |
1981年 | 17篇 |
1980年 | 18篇 |
1979年 | 12篇 |
1978年 | 10篇 |
1977年 | 11篇 |
1976年 | 14篇 |
1974年 | 13篇 |
1973年 | 9篇 |
排序方式: 共有2819条查询结果,搜索用时 15 毫秒
131.
This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
132.
Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world. 相似文献
133.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. 相似文献
134.
135.
136.
Christine DeMars 《教育实用测度》2015,28(1):1-13
In generalizability theory studies in large-scale testing contexts, sometimes a facet is very sparsely crossed with the object of measurement. For example, when assessments are scored by human raters, it may not be practical to have every rater score all students. Sometimes the scoring is systematically designed such that the raters are consistently grouped throughout the scoring, so that the data can be analyzed as raters nested within teams. Other times, rater pairs are randomly assigned for each student, such that each rater is paired with many other raters at different times. One possibility for this scenario is to treat the data as if raters were nested within students. Because the raters are not truly independent across all students, the resulting variance components could be somewhat biased. This study illustrates how the bias will tend to be small in large-scale studies. 相似文献
137.
Teaching About Electricity in Primary School Multimodality and Variation Theory as Analytical Lenses
Research in Science Education - Primary school topics involving abstract concepts are challenging to teach. Electric circuits can be simply constructed but complex to explain. New approaches in... 相似文献
138.
139.
This special issue spotlights the growing diversity of critical making practices in a range of disciplinary contexts both inside and outside of the academy, and begins to develop perspectives that will foster the emergence of critical making as a coherent field. On one hand, we see great value in incorporating material practices into existing information systems (IS) and science and technology studies (STS) research programs. In particular, forms of material engagement can help overcome the ineffectual linguistic bias of traditional critiques of technoscience. On the other hand, we believe that current material practices can benefit from the conceptualization of knowledge and social organization that are foundational to IS and STS research. In this introduction to the special issue we call attention to the mechanisms by which such practices may combine representational and material work to foster and support the development of new knowledge-making communities and institutions. We believe such work can serve as a framework for others engaged in critical making practices to better contextualize and expand the relevance of their work. We intend this special issue to serve as a “stake in the ground” for research on new forms of material-conceptual critique and their incorporation in the repertoire of critical technoscience scholarship. 相似文献
140.
Gunn B.B. Kristensen Kristin Moberg Aakre Ann Helen Kristoffersen Sverre Sandberg 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):114-122
In laboratory medicine, several studies have described the most frequent errors in the different phases of the total testing process, and a large proportion of these errors occur in the pre-analytical phase. Schemes for registration of errors and subsequent feedback to the participants have been conducted for decades concerning the analytical phase by External Quality Assessment (EQA) organizations operating in most countries. The aim of the paper is to present an overview of different types of EQA schemes for the pre-analytical phase, and give examples of some existing schemes. So far, very few EQA organizations have focused on the pre-analytical phase, and most EQA organizations do not offer pre-analytical EQA schemes (EQAS). It is more difficult to perform and standardize pre-analytical EQAS and also, accreditation bodies do not ask the laboratories for results from such schemes. However, some ongoing EQA programs for the pre-analytical phase do exist, and some examples are given in this paper. The methods used can be divided into three different types; collecting information about pre-analytical laboratory procedures, circulating real samples to collect information about interferences that might affect the measurement procedure, or register actual laboratory errors and relate these to quality indicators. These three types have different focus and different challenges regarding implementation, and a combination of the three is probably necessary to be able to detect and monitor the wide range of errors occurring in the pre-analytical phase. 相似文献