全文获取类型
收费全文 | 9169篇 |
免费 | 126篇 |
国内免费 | 3篇 |
专业分类
教育 | 6520篇 |
科学研究 | 990篇 |
各国文化 | 90篇 |
体育 | 572篇 |
综合类 | 3篇 |
文化理论 | 64篇 |
信息传播 | 1059篇 |
出版年
2021年 | 89篇 |
2020年 | 118篇 |
2019年 | 201篇 |
2018年 | 274篇 |
2017年 | 246篇 |
2016年 | 238篇 |
2015年 | 139篇 |
2014年 | 197篇 |
2013年 | 1736篇 |
2012年 | 198篇 |
2011年 | 211篇 |
2010年 | 190篇 |
2009年 | 179篇 |
2008年 | 202篇 |
2007年 | 162篇 |
2006年 | 161篇 |
2005年 | 142篇 |
2004年 | 163篇 |
2003年 | 116篇 |
2002年 | 119篇 |
2001年 | 138篇 |
2000年 | 142篇 |
1999年 | 117篇 |
1998年 | 92篇 |
1997年 | 96篇 |
1996年 | 102篇 |
1995年 | 85篇 |
1994年 | 70篇 |
1993年 | 116篇 |
1992年 | 128篇 |
1991年 | 125篇 |
1990年 | 130篇 |
1989年 | 115篇 |
1988年 | 104篇 |
1987年 | 110篇 |
1986年 | 102篇 |
1985年 | 108篇 |
1984年 | 93篇 |
1983年 | 98篇 |
1982年 | 101篇 |
1981年 | 77篇 |
1980年 | 80篇 |
1979年 | 109篇 |
1978年 | 93篇 |
1977年 | 89篇 |
1976年 | 78篇 |
1975年 | 58篇 |
1974年 | 73篇 |
1973年 | 69篇 |
1971年 | 59篇 |
排序方式: 共有9298条查询结果,搜索用时 711 毫秒
991.
Filipino parents’ school choice and loyalty: a factor analysis 总被引:1,自引:1,他引:0
Allan B. de Guzman Belinda V. de Castro Kieshia Albert B. Aquino Melinda Anne R. Buenaventura Anna Celina C. Duque Mark Lawrence D. R. Enriquez 《Educational Research for Policy and Practice》2008,7(2):109-122
This quantitative study aims to ascertain the significant relationship existing between parents’ profile, and their school
choice and school loyalty. Data were gathered using the researcher’s two-part made instrument. Respondents were first asked
to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified
8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation,
data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have
a much impact on their choice of school for their children. On the whole, parents’ choice of school is based on its indispensable
qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and
number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school
loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according
to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in
their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher
Association (PTA). 相似文献
992.
Allan B. de Guzman Ramon Kristoffer C. Torres Millard M. Uy Joseph Bryan F. Tancioco Elmore Y. Siy Jomar R. Hernandez 《Asia Pacific Education Review》2008,9(4):487-502
Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice
of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with
a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become
relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their
teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate
caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent
to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for
individuals. 相似文献
993.
Johannes S. Binder Michael Scholz Stephan Ellmann Michael Uder Robert Grützmann Georg F. Weber Christian Krautz 《Anatomical sciences education》2021,14(1):22-31
Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR–CT sequence (−204.21 ± 156.0 seconds) and the CT–CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education. 相似文献
994.
Secord A 《Isis; an international review devoted to the history of science and its cultural influences》2002,93(1):28-57
In early nineteenth-century Britain the use of pictures in introducing novices to the study of science was contentious, leading to debates over the ways in which words and images constituted knowledge and over the role of pleasure in intellectual pursuits. While recent studies have stressed visual representation as a critical element of science and considered its relation to the written word in conveying information, this essay explores the nineteenth-century preoccupation with the mind and mental faculties in relation to corporeal responses to explain concerns over the role of images and the process of recognition. By considering illustration in this way, it argues that popular botany was defined by many expert naturalists as the means by which private individuals could best be encouraged to extend their aesthetic appreciation and love of plants to an active and participatory pursuit of science. 相似文献
995.
996.
Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs. 相似文献
997.
998.
Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. At risk in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught study skills, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur. 相似文献
999.
Anne Marit Valle 《欧洲师范教育杂志》2017,40(2):246-256
In the study that forms the basis of this article, I have shed light on various aspects of how the intuitive actions of the teacher appear in the classroom, and also drawn attention to the tacit aspect of this kind of actions. Furthermore, I have discussed how these can be seen as a significant part of the teacher’s intuitive action competency. The investigation also discusses how teachers’ education can facilitate the development of this competency. The study argues that what is crucial to how the teacher handles unexpected situations is that he, based on his experience, manages to face new situations with enough creativity to break free from established patterns across situations, and act in an appropriate manner according to the emerging situation. Data are collected by using video recordings, applying videography as a methodological approach. Four teachers have been videotaped in the classroom, in total 45–50 h. 相似文献
1000.
The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures 总被引:1,自引:0,他引:1
J. R. Lockwood Daniel F. McCaffrey Laura S. Hamilton Brian Stecher Vi-Nhuan Le José Felipe Martinez 《Journal of Educational Measurement》2007,44(1):47-67
Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured. 相似文献