全文获取类型
收费全文 | 936篇 |
免费 | 24篇 |
专业分类
教育 | 709篇 |
科学研究 | 33篇 |
各国文化 | 11篇 |
体育 | 98篇 |
文化理论 | 3篇 |
信息传播 | 106篇 |
出版年
2023年 | 11篇 |
2022年 | 7篇 |
2021年 | 16篇 |
2020年 | 20篇 |
2019年 | 36篇 |
2018年 | 40篇 |
2017年 | 55篇 |
2016年 | 52篇 |
2015年 | 29篇 |
2014年 | 47篇 |
2013年 | 214篇 |
2012年 | 17篇 |
2011年 | 21篇 |
2010年 | 26篇 |
2009年 | 38篇 |
2008年 | 21篇 |
2007年 | 21篇 |
2006年 | 22篇 |
2005年 | 11篇 |
2004年 | 16篇 |
2003年 | 18篇 |
2002年 | 16篇 |
2001年 | 11篇 |
2000年 | 22篇 |
1999年 | 17篇 |
1998年 | 6篇 |
1997年 | 5篇 |
1996年 | 7篇 |
1995年 | 12篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 11篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 8篇 |
1984年 | 9篇 |
1983年 | 7篇 |
1982年 | 9篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1882年 | 1篇 |
排序方式: 共有960条查询结果,搜索用时 15 毫秒
51.
52.
53.
At the Butcher Shop, a steakhouse in downtown Memphis, a banquet-size table is crowded with people who are all somehow asso-ciated with Justin Timberlake: his mother and stepfather, Lynn and Paul Harless (who co-manage his career), his best friend's girlfriend, his publicist, some family friends, business asso-ciates, me. We pass our time laughing and drinking wine and eating filet (鱼片) mignon and twice-baked potatoes, but we're really just waiting 相似文献
54.
Libraries must continually adapt to meet the ever-changing needs of users. Doing so requires the ability to be flexible and respond quickly. This is a case study of how The George Washington University Libraries rethought its approach to collection development using a cross-functional, team-based strategy that leveraged the benefits of Agile project management. Adopting an Agile approach to collection development maximized the impact of the library’s financial resources and enabled staff to develop new skills. This project underscores the value of collaboration, agility, and experimentation in libraries. 相似文献
55.
56.
57.
Jenny Olin Shanahan Elizabeth Ackley-Holbrook Eric Hall Kearsley Stewart Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献
58.
The study examined the moderating role of children's affect-biased attention to angry, fearful, and sad adult faces in the link between interparental conflict and children's distinct forms of involvement. Participants included 243 preschool children (Mage = 4.60 years, 56% female) and their parents from racially (48% African American, 43% White) and socioeconomically (median annual household income = $36,000) diverse backgrounds. Data collection took place in the Northeastern United States (2010–2014). Utilizing a multi-method, multi-informant, longitudinal design, attention away from anger selectively amplified the link between interparental conflict and children's subsequent coercive involvement (β = −.15). Greater attention to fear potentiated the pathway between interparental conflict and children's later cautious (β = .14) and caregiving involvement (β = .15). Findings are interpreted in the context of environmental sensitivity models. 相似文献
59.
Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
60.