全文获取类型
收费全文 | 1228篇 |
免费 | 31篇 |
国内免费 | 1篇 |
专业分类
教育 | 1011篇 |
科学研究 | 39篇 |
各国文化 | 17篇 |
体育 | 70篇 |
文化理论 | 4篇 |
信息传播 | 119篇 |
出版年
2024年 | 5篇 |
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 13篇 |
2020年 | 34篇 |
2019年 | 30篇 |
2018年 | 63篇 |
2017年 | 61篇 |
2016年 | 69篇 |
2015年 | 38篇 |
2014年 | 46篇 |
2013年 | 272篇 |
2012年 | 50篇 |
2011年 | 44篇 |
2010年 | 39篇 |
2009年 | 29篇 |
2008年 | 31篇 |
2007年 | 33篇 |
2006年 | 21篇 |
2005年 | 38篇 |
2004年 | 20篇 |
2003年 | 36篇 |
2002年 | 24篇 |
2001年 | 15篇 |
2000年 | 10篇 |
1999年 | 20篇 |
1998年 | 12篇 |
1997年 | 7篇 |
1996年 | 13篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 10篇 |
1991年 | 4篇 |
1990年 | 10篇 |
1989年 | 9篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1983年 | 7篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 10篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1973年 | 8篇 |
1971年 | 4篇 |
1968年 | 5篇 |
1923年 | 3篇 |
排序方式: 共有1260条查询结果,搜索用时 15 毫秒
51.
R J Markert A J Parisi H V Barnes S Cohen K Goldenberg L E Mieczkowski M Dunn R M Siervogel 《Bulletin of the Medical Library Association》1989,77(2):133-138
The experiences of medical students, residents, and faculty with a computerized literature searching system were evaluated. Third-year medical students, internal medicine and family practice residents, and full-time and voluntary faculty at one medical school had the opportunity to use a full-text and bibliographic medical literature retrieval system free of charge for an eleven-month period. Subjects conducted nearly nine thousand literature searches over a period of 942 system hours. Questionnaire data showed that participants could learn to use and would use an electronic information system, felt capable of using the system, utilized the system for a variety of purposes and in a number of different ways, and viewed the system as a valuable tool in searching the medical literature. The results are discussed in the context of the educational needs of the four user-groups and medical education planning by institutions. 相似文献
52.
53.
54.
Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
55.
56.
While education communities have well defined commitments to protect their learners from oppressive instructional materials,
discourses of science education are often left unexamined. This analysis/critique employs queer theory as a perspective to
look at how one widely used textbook in Ontario schools conceptualizes notions of gender and sexuality. Results indicate the
use of discourses that promote exclusively heteronormative constructions of sexuality along with sex/gender binaries. Challenging
such oppressive misconceptions of sex/gender and sexuality is discussed. 相似文献
57.
58.
59.
60.