全文获取类型
收费全文 | 4619篇 |
免费 | 397篇 |
国内免费 | 2篇 |
专业分类
教育 | 4210篇 |
科学研究 | 102篇 |
各国文化 | 113篇 |
体育 | 133篇 |
文化理论 | 29篇 |
信息传播 | 431篇 |
出版年
2023年 | 21篇 |
2022年 | 33篇 |
2021年 | 65篇 |
2020年 | 104篇 |
2019年 | 203篇 |
2018年 | 238篇 |
2017年 | 267篇 |
2016年 | 197篇 |
2015年 | 226篇 |
2014年 | 263篇 |
2013年 | 1261篇 |
2012年 | 207篇 |
2011年 | 202篇 |
2010年 | 224篇 |
2009年 | 161篇 |
2008年 | 201篇 |
2007年 | 133篇 |
2006年 | 102篇 |
2005年 | 105篇 |
2004年 | 102篇 |
2003年 | 52篇 |
2002年 | 62篇 |
2001年 | 43篇 |
2000年 | 58篇 |
1999年 | 47篇 |
1998年 | 36篇 |
1997年 | 26篇 |
1996年 | 42篇 |
1995年 | 37篇 |
1994年 | 28篇 |
1993年 | 27篇 |
1992年 | 26篇 |
1991年 | 28篇 |
1990年 | 36篇 |
1989年 | 18篇 |
1988年 | 23篇 |
1987年 | 17篇 |
1986年 | 16篇 |
1985年 | 14篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 12篇 |
1981年 | 4篇 |
1980年 | 9篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1969年 | 2篇 |
排序方式: 共有5018条查询结果,搜索用时 0 毫秒
91.
92.
93.
da Silva Cláudia Sampaio Corrêa Teixeira Marco Antônio Pereira Cardoso Paulo Fernández-Navarro Pablo Gonçalves Miguel M. Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
94.
Maria Vlachou Eleni Andreou Kafenia Botsoglou Eleni Didaskalou 《Educational Psychology Review》2011,23(3):329-358
Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term
effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context
where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently,
preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers
can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the
nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool
bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school
context, methodological issues, and prevention policies are reviewed while directions for future research are addressed. 相似文献
95.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
96.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献
97.
Thirty‐six children with cerebral palsy, aged 3.5 to 4.5 years were compared on their skills for independence. Of the 36 boys and girls, 19 children were enrolled in a Conductive Education Program in Birmingham and 17 were enrolled in British special education programs in the Greater Manchester area. Skills for independence were measured with the Vineland Adaptive Behavior Scales via teachers’ responses, once a year on three occasions. Parents were interviewed using the Developmental Profile 2, once a year on three occasions. The results of two‐way ANOVA with one repeated measure on both teachers’ and parents’ responses indicate that there was no significant difference between the two groups in their skills for independence. However, both groups performed significantly better as they were getting older. Despite the strong emphasis on independence in Conductive Education, the children's level of independence was no different from their counterparts. Thus, the claim for the effectiveness of Conductive Education is not supported by the study. 相似文献
98.
Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790
In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001 相似文献
99.
Bernadette Hauglustaine‐Charlier 《欧洲师范教育杂志》1997,20(3):227-242
The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes. 相似文献
100.
Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224
Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities. 相似文献