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941.
The study reported here examined grade 2–4 children’s sensitivity to the consistency in the spelling of roots in related words.
We build on earlier research by attempting to quantify the extent that children’s spellings of both inflected and derived
forms accord with this principle. We contrasted children’s accuracy and consistency in spelling the root form (e.g., rock) with that of its spelling in related inflected and derived forms (e.g., rocks and rocky), as well as unrelated control forms (e.g., rocket). Across grades 2–4, children’s spellings accorded with the root consistency principle to the same extent for inflected and
derived forms. Nevertheless, it was not until grade 4 that spellings maximally reflected the principle. These results are
discussed in terms of how children’s spelling might come to reflect the root consistency principle that guides spelling in
English. 相似文献
942.
闲暇教育理念是人类发展进步的一个成果,是一种思想或高尚的人生态度。"乐生型"社区闲暇教育模式的构建,使人们在谋生之余可以乐生,是人类在体力、智力、人格、伦理、情操等方面自我完善、和谐发展的必要过程。本文通过调查研究,提出了构建"乐生型"社区闲暇教育模式的关键要素和方式方法。 相似文献
943.
María José Fernández Díaz Rafael Carballo Santaolalla Arturo Galán González 《Higher Education》2010,60(1):101-118
The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability,
compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known
as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education
in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other
European countries into European higher education more generally entails these challenges. In order for necessary changes
in faculty development and training to take place, university managers and policy makers must account for designing training
plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes
in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense
de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education
in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA,
the investigators sought to understand the importance that faculty members place upon professional development and how current
approaches to professional development at the university level could be improved. The results indicate a degree of ignorance
regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While
many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses
also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies
into their work in higher education. 相似文献
944.
Using data from a nation-wide survey on Spanish workers, this paper examines two issues: the determinants of school choice
(distinguishing between public and private schools) and the influence of school type on the individual’s educational attainment.
For that, bivariate probit models are estimated. The analysis is carried out separately by gender and birth cohort. We find
that individuals who have attended a private school come from households with higher socio-cultural level and that having
attended a private school does not raise the probability of reaching a higher degree, once potential endogeneity of school
choice and educational outcomes are taken into account. However, the latter result depends on the instrumental variable used
for observed school type in models of demand for higher education. 相似文献
945.
The article explores the Social Guarantee Programmes, one measure at attending to diversity within the Spanish educational system. It is an alternative measure that aims to break away from the organisational structure of Obligatory Secondary Education, seeking an organisational model and educational strategies that pursue satisfactory results through motivation, interest and the recovery of the student’s self‐esteem. The article presents the obtained results following ethnographic case study methodology. The research was performed in a secondary education school in a town in the province of Cadiz, Andalusia, Spain. The group chosen suffered significant learning difficulties and problems in adapting to schools. Our intention was to analyse and understand the relevant educational practices in the context of these programmes, since they were so innovative in nature. 相似文献
946.
947.
Marie-Hélène Chayer Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2010,25(1):125-140
The first objective of this study was to examine the presence of the impostor phenomenon (IP) among 740 students aged 10 to
12 years old. The second objective was twofold: (1) to examine the link between the impostor feelings and the propensity to
use social comparison and (2) to examine whether this feeling is related to the processes of identification with versus contrast
to others who are either doing better or worse than oneself. Results showed that, although generally of low intensity, the
impostor feelings are indeed present in late elementary school children. A positive link between the impostor feelings and
the propensity to use social comparison was also observed. It also appeared that, more than for others, children who feel
like impostors were likely to differentiate themselves from their more capable peers while identifying themselves with less
capable peers. The discussion focuses on the presence of the IP in late elementary children and on how the upward contrast
and the downward identification may contribute to its development and maintenance. 相似文献
948.
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950.