全文获取类型
收费全文 | 1525篇 |
免费 | 41篇 |
国内免费 | 4篇 |
专业分类
教育 | 1133篇 |
科学研究 | 121篇 |
各国文化 | 27篇 |
体育 | 130篇 |
文化理论 | 19篇 |
信息传播 | 140篇 |
出版年
2022年 | 7篇 |
2021年 | 13篇 |
2020年 | 27篇 |
2019年 | 41篇 |
2018年 | 47篇 |
2017年 | 67篇 |
2016年 | 43篇 |
2015年 | 40篇 |
2014年 | 35篇 |
2013年 | 357篇 |
2012年 | 37篇 |
2011年 | 44篇 |
2010年 | 28篇 |
2009年 | 37篇 |
2008年 | 42篇 |
2007年 | 33篇 |
2006年 | 33篇 |
2005年 | 30篇 |
2004年 | 31篇 |
2003年 | 38篇 |
2002年 | 30篇 |
2001年 | 16篇 |
2000年 | 19篇 |
1999年 | 27篇 |
1998年 | 20篇 |
1997年 | 20篇 |
1996年 | 17篇 |
1995年 | 15篇 |
1994年 | 9篇 |
1993年 | 17篇 |
1992年 | 20篇 |
1991年 | 16篇 |
1990年 | 20篇 |
1989年 | 25篇 |
1988年 | 12篇 |
1987年 | 15篇 |
1986年 | 12篇 |
1985年 | 10篇 |
1984年 | 17篇 |
1983年 | 17篇 |
1982年 | 21篇 |
1981年 | 13篇 |
1980年 | 8篇 |
1979年 | 15篇 |
1978年 | 18篇 |
1977年 | 7篇 |
1976年 | 13篇 |
1975年 | 8篇 |
1970年 | 7篇 |
1964年 | 6篇 |
排序方式: 共有1570条查询结果,搜索用时 15 毫秒
161.
David Harvey Philip Greenway 《International Journal of Disability, Development & Education》1982,29(2):111-116
The responses of 22 physically handicapped children to selected items of the Piers‐Harris Self Concept Scale for Children were compared with their mothers’ responses to equivalent items of the Personality Inventory for Children. The direction of the responses, whether children were more or less positive in self‐evaluation than mothers perceived them to. be, was analyzed with respect to sex of child, type of school attended, and diagnosis of handicap (cerebral palsy or spina bifida). Only diagnosis of handicap was significantly related to the tendency for children to be either less or more positive in response to the items than their mothers, with cerebral palsy children more positive and spina bifida children consistently less positive in direction. Possible explanations are considered, with particular reference to the children's views regarding peer relationships. 相似文献
162.
Philip Bonanno P. A. M. Kommers 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):97-109
Digital games are evolving beyond the solitary context into a ubiquitous, social and collaborative experience. Addressing beliefs about technology and attitudes towards technology‐mediated processes is fundamental to the successful implementation of any innovation. In collaborative gaming, attitude towards gaming influences learners' interactions along the domain, technology and community dimensions. Building on various seminal works, an instrument was developed for measuring four components of attitude towards gaming—affective components, perceived control, perceived usefulness and behavioural components. The survey, including 21 statements each scored on a 5‐point Likert scale, was used with a sample of college students to investigate the influence of gender and gaming competence on attitude towards gaming. The pedagogical implications of the different attitude components are discussed in relation to game design and to the different interactions triggered by the gaming context. 相似文献
163.
A. Mark Langan David M. Shuker W. Rod Cullen David Penney Richard F. Preziosi C. Philip Wheater 《Assessment & Evaluation in Higher Education》2008,33(2):179-190
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. 相似文献
164.
165.
The structure and evolution of industrial clusters: Transactions, technology and knowledge spillovers 总被引:2,自引:0,他引:2
In this paper, we investigate the relationship between location patterns, innovation processes and industrial clusters. In order to do this we extend a transactions costs-based classification into a knowledge-based taxonomy of clusters, along the lines suggested by a critical revision of the main assumptions underlying most of the existing literature on spatial clusters. Our arguments show that the transactions costs approach and the innovation and technological regimes framework are broadly consistent, and that real insights into the microfoundations, nature, and evolution of clusters can be provided by these classification systems. 相似文献
166.
167.
168.
169.
170.