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901.
Science communication and science education aim to expose citizens to scientific knowledge, which is increasingly becoming a prerequisite for effective participation in modern society. We aim to present a review of science communication and science education literature, for highlighting the need for and importance of narrowing the gap between the two communities. Our objective was to find what themes, if any, are common to the two disciplines, based on keyword searches of the literature, that represent overlap constructs between the two communities. We searched for academic articles published from 2000 to 2017 in three science communication journals and three science education journals, which contained the keywords science communication, science engagement and science understanding. A three-stage literature review yielded 70 papers that provided the basis for common theme identification: (i) attitudes towards the importance of science communication, (ii) communication channel types and (iii) scientific knowledge construction. Findings reveal similarities and disparities between the two communities and the stakeholders they investigated. Both communities agree on the meaning of process and product science communication constructs. Yet, while the science education community mainly relates to the product construct, the science communication community mainly relays to the communication construct. We then discuss the value of fostering dialogue between the two communities. Our research contributes to raising the awareness of the value of maintaining ongoing dialogue between science communication and science education communities, accounting for the three common themes we have identified, implying that a common language is emerging, and the variety of stakeholders involved. 相似文献
902.
Max Griffith Sally A. Santen Jack Allan Jordan Leumas Kelsey Grace Nathan Lewis William J. Peterson 《AEM Education and Training》2019,3(1):101-104
In busy emergency departments (EDs), it can be difficult for faculty to teach students amid pressure to provide patient care and conduct research. As a result, medical student teaching may be an afterthought rather than a priority, and there is a lack of focus on how students spend their time during clinical shifts in the ED. Students want to contribute to departmental workflow, but can be hampered by systems limitations and lack of clinical knowledge. One solution is for faculty and medical students to partner to add value to patient care in the ED. However, faculty and students must be wary of the distinction between activities that add value and “scutwork,” tasks that involve little learning and do not require medical expertise. In this perspective, the student, resident, and faculty authors discuss learner and educator perspectives for how medical students can be productive contributors to patient care in the ED without being subjected to scutwork. They also recommend ideas for productive student activities that promote learning, contrasted with examples of scutwork to avoid. Definitions of value‐added activities and scutwork depend on the learner's experience level and interests and are subject to debate. However, if medical students can be engaged in learning while also providing meaningful contributions to patient care, students, educators, and patients stand to benefit. 相似文献
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Keith J. Topping Walter Douglas Derek Robertson Nancy Ferguson 《Review of Education》2022,10(2):e3353
This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research databases were searched. Studies which were non-school, before 2000, not in English, without data and duplicates were removed, leaving 1355 studies: online 7%, blended 13%, CSCL 7%, games 26% and CAI 47%. Overall, digital technology was more effective (better) than regular instruction in 85% of studies, 8% the same and 3% worse. Blended learning was considerably better than online learning. CAI was the most effective, with games and CSCL coming after blended learning, but of course CAI was not searched for and these were not widely used outside of schools. Primary and early years/kindergarten were most effective (87% better) and secondary/high next (80%). Although science and mathematics were the most popular subjects, English as a foreign language interventions were the most effective, then writing and STEM, thinking, arts/music, humanities, health and science, reading and maths, foreign languages and English in that order. Overall, females did better than males. ‘Low ability’ children and second language learners did especially well. Disadvantaged and special educational needs/disabled students did slightly worse. Self-efficacy was highly related to better outcomes. The limitations/strengths of the research were discussed and linked back to previous literature, a critical analysis made, and detailed implications for practitioners, policy makers and future researchers outlined. Digital technology's main advantage may be the possibility for enhanced task flexibility and learner autonomy, encouraging greater self-regulation. However, this may not be an advantage for all students. 相似文献
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J. Avenhaus R. Gotzhein T. H?rder L. Litz K. Madlener J. Nehmer M. Richter N. Ritter D. Rombach B. Schürmann und G. Zimmermann 《Informatik - Forschung und Entwicklung》1998,13(4):227-234
Ohne Zusammenfassung 相似文献
909.
Are our college and university theatres reluctant to act upon their obligation to tomorrow's playwrights? This article, based on a national survey, shows the attitude of the Central States area toward this problem. 相似文献
910.