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971.
This paper investigates the influence of cultural and historical factors on educational policy transfer, drawing on an analysis of the curricular reforms made during the Soviet and US military occupation of the two Koreas. In South Korea, curricular changes were made, such as the introduction of the subject of social studies, in order to teach democratic procedures and concepts. In North Korea, a socialist–communist ideology was extensively promoted, along with an attraction to the Soviet Union as a model state to follow. In both contexts, the localization of the reforms was influenced by the authoritarian legacy of Confucianism and Japanese colonization, and the nationalism that had been fostered for the purpose of state formation. The Korean case indicates that while investigating the influence of culture on educational policy transfer, it is important to identify the unique characteristics of educational traditions and nationalism of a country, and to analyze how the newly transferred policies and ideas are received by local actors in their searches for meaning and power. 相似文献
972.
This exploratory study focused on the factors that constitute second language (L2) learners’ resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire survey. By analysing the quantitative data, five resilience factors were extracted: perceived happiness, empathy, sociability, persistence, and self-regulation. Confirmative factor analysis using AMOS proved that these five factors are distinctive constructs. Among the factors, persistence was identified to play the most influential role in L2 learning. Persistence showed the highest correlations with, and the strongest explanatory power for, motivated behaviour and English proficiency. It is suggested that resilience can be further explored as an individual differences factor in L2 learning, which is involved in L2 learning process and outcomes. 相似文献
973.
Over the last 20 years education policies in Cambodia have been driven by the global Education for All (EFA) campaign and
have resulted in a rapid increase in the rates of primary education enrolment. However, the increasing number of children
enrolling in schools has not always translated into high rates of primary education completion. Against this background the
authors argue that while teachers play a significant role in keeping children in school and helping them to progress further
in the education system, that role has been somewhat sidelined in the main debates about achieving EFA. They suggest that,
while genuine problems exist with the qualifications and motivation of many Cambodian teachers, positive results could come
from emphasizing their roles in achieving the wider goals of the education system and society, and thus promoting their active
participation in furthering EFA. 相似文献
974.
After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education
reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community
and the government and people of Southern Sudan united under a common goal: to increase access to education for both children
and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should
anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second,
after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously
deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly,
demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year
commitment. 相似文献
975.
Linda Haggarty Keith Postlethwaite Kim Diment Jean Ellins 《British Educational Research Journal》2011,37(6):935-954
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school‐wide culture of continuing professional learning. 相似文献
976.
Using multilevel models, this study examined whether and why the strength of association between student–faculty interaction and student cognitive skills development varies across academic
majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample
of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with
faculty on students’ cognitive skills development significantly varies by academic major. Findings also suggest that some
aspects of departmental climate can potentially magnify the effects produced by student–faculty interaction. 相似文献
977.
Despite the significant implications of the foreign doctorates’ stay or return decision on a personal level, as well as for
the home and host countries, there is very little research that provides a comprehensive understanding of the factors that
predict international doctorates’ decision to stay in the US and how those factors differ by country of origin or field of
study. In addition, the patterns of stay (versus return) and the factors influencing those decisions may have changed over
time, partly due to the changes in the immigration policies of the US and in economic development or national policy of home
countries. Therefore, this study examines the patterns of international doctorates’ stay versus return decision from a historical
perspective across the period of the 1980, 1990, and 2000s. Using data from the Survey of Earned Doctorates (SED), collected
in the US, this study enables us to move beyond a static understanding of the relative stay rates by country to an examination
of how country-specific changes, such as shifts in economic development or national policy (push/pull factors), may relate
to shifts in the stay versus return decision with a particular emphasis on the field specific effects. 相似文献
978.
Wang L Lipsey K Murray C Prendergast N Schoening P 《Medical reference services quarterly》2007,26(2):87-98
The need for a Bioinformatics Program became apparent after repeated requests from researchers for bioinformatics resources and the University's announcement of BioMed 21, a 300 million dollars biomedical science initiative to bring "new knowledge of the human genetic blueprint to the patient's bedside and change how illnesses are understood, diagnosed, and successfully treated." A Bioinformatics Specialist with a strong background in the fields of Molecular Biology and Biostatistics was hired. Program development started in 2003. Initially, three core courses were developed: Sequence Similarity Search, Genetic Variation, and Human Genome Resources. Each of these courses was offered twice per semester. Additionally, partnerships were established within the University Medical School Community (e.g., the Genome Sequencing Center) to license and teach Spotfire's DecisionSite for Functional Genomics, a software package used to analyze microarray data. From March to May 2005, seven Spotfire classes were taught. Each Spotfire class consisted of seven hours of classroom work. Also, in-depth consultations were scheduled with faculty and researchers to address their specific needs. These consultations led to requests for other software packages to purchase and manage, including Lasergene and CSD (Cambridge Crystal Structure Database). Efforts to reach outside of the University Community were made through the development of a Bioinformatics Web site. 相似文献
979.
Min-Sun Kim Atsushi Oshio Eun Joo Kim Katsuya Tasaki Kenton Bruce Anderson Ayano Yamaguchi 《Communication Research Reports》2019,36(1):14-23
Extant U.S. research shows that when a persuader’s initial message is rebuffed, the next requesting message will tend to be ruder and more aggressive than the initial appeal. The robustness of these results has rarely been tested cross-culturally. Using conversational constraints theory, we further explicate implicit theories by investigating the perceived importance of constraints of re-requesting styles across two cultural-linguistic groups (i.e., Korean and American English speakers). Consistent with the “rebuff phenomenon,” results revealed that people rated the task constraint (“clarity”) as significantly more important, and the three face-related constraints (“concern for the other’s feelings,” “minimizing imposition,” and “avoiding negative evaluation”) as significantly less important for the second-attempt requesting than for the initial requesting. Some of these tendencies were more pronounced among American English speakers than among Korean speakers. 相似文献
980.
Cultural Studies of Science Education - The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education... 相似文献