全文获取类型
收费全文 | 719篇 |
免费 | 19篇 |
国内免费 | 6篇 |
专业分类
教育 | 523篇 |
科学研究 | 60篇 |
各国文化 | 11篇 |
体育 | 54篇 |
综合类 | 14篇 |
文化理论 | 2篇 |
信息传播 | 80篇 |
出版年
2023年 | 6篇 |
2022年 | 8篇 |
2021年 | 19篇 |
2020年 | 33篇 |
2019年 | 22篇 |
2018年 | 46篇 |
2017年 | 42篇 |
2016年 | 26篇 |
2015年 | 23篇 |
2014年 | 36篇 |
2013年 | 122篇 |
2012年 | 46篇 |
2011年 | 49篇 |
2010年 | 41篇 |
2009年 | 24篇 |
2008年 | 39篇 |
2007年 | 23篇 |
2006年 | 23篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 13篇 |
2002年 | 9篇 |
2001年 | 10篇 |
2000年 | 14篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1975年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有744条查询结果,搜索用时 15 毫秒
701.
702.
读者活动娱乐化趋向初探 总被引:2,自引:0,他引:2
杨婵 《图书馆工作与研究》2008,(3):80-82
本文通过"娱乐化"对社会的影响,分析"娱乐化"对图书馆开展读者活动的影响;从读者活动的内涵总结读者活动娱乐化的趋向及背景,阐述拒绝读者活动娱乐化趋向的必要性,并提出一些思考及认识。 相似文献
703.
Carol K.K. Chan 《Instructional Science》2001,29(6):443-479
This study investigated the effects of peer collaboration anddiscourse patterns on conceptual change in the context of high-schoolstudents learning from incompatible scientific information. The domainof investigation was biological evolution. Participants included 108students from Grades 9 and 12 randomly assigned to four conditions: (1)peer-conflict; (2) individual-conflict; (3) peer-assimilationand (4) individual-assimilation. Students were asked to think aloud ordiscuss with their peers eight statements consisting of scientificinformation ordered in ways that either maximized or minimized conflict.Several measures of prior knowledge and conceptual change were obtained.Peer collaboration resulted in some mixed findings suggesting that peereffects may vary depending on collaborative interactions. In-depthanalyses of collaborative interactions indicated two discourse patterns:surface moves included rating, ignoring, rejecting, and patching toeliminate differences; problem-centred moves involved problemrecognition, formulation of questions, and construction of explanations.Comparisons between successful and unsuccessful learners showedsignificant differences in their proportional use of surface andproblem-centred moves. External conflict did not lead to deeperdiscourse and more conceptual change; students may need toexperience meaningful conflict. These findings suggest why peercollaboration only works sometimes and indicate the importance ofhelping students to engage in productive discourse. 相似文献
704.
705.
706.
“管理学”是经济管理类专业大学生必修的基础课,传统“重专业能力、轻理想信念”的人才培养模式已经难以适应新时代人才需求的变化。课程思政改革是提高学生道德品质、坚定学生理想信念的有效途径,本文梳理了当前“管理学”课程育人教学中存在的问题,阐述了“管理学”课程思政改革的主要思路与重点难点,对于当前“管理学”的教育改革创新具有一定的借鉴意义。 相似文献
707.
The problem of minimum phase robustness for a second-order mass-dashpot-spring system is studied. The allowable margin for multidirectional perturbations of the input and output influence matrices is derived in terms of structured singular value to guarantee minimum phase of the system. Within the margin, the minimum phase property can still be ensured even the actuators and sensors are not collocated. To obtain less conservative results, the perturbation matrix with minimal dimension is derived in the paper. Two examples are used to illustrate the proposed approach. 相似文献
708.
This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher. 相似文献
709.
David W. Chan 《教育心理学》2008,28(4):397-408
Emotional intelligence (intrapersonal and interpersonal) and general teacher self‐efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in‐service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to predict significantly active coping strategy, but teacher self‐efficacy did not contribute independently to the prediction of active coping even though there was some evidence that teacher self‐efficacy might interact with intrapersonal emotional intelligence in the prediction of active coping, especially for male teachers. The implications of the findings for preventive intervention efforts to combat teacher stress through teaching to enhance emotional intelligence are discussed. 相似文献
710.
David W. Chan 《教育心理学》2008,28(2):181-194
This article reports the development of a teacher self‐efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self‐efficacy: teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. The total scale and the six subscales were evaluated based on the responses of 159 Hong Kong Chinese prospective and in‐service teachers for internal consistency and construct validity, and for convergent and discriminant validation with external measures. 相似文献