全文获取类型
收费全文 | 34181篇 |
免费 | 2500篇 |
国内免费 | 4534篇 |
专业分类
教育 | 18598篇 |
科学研究 | 7933篇 |
各国文化 | 39篇 |
体育 | 4310篇 |
综合类 | 2972篇 |
文化理论 | 47篇 |
信息传播 | 7316篇 |
出版年
2023年 | 26篇 |
2022年 | 157篇 |
2021年 | 283篇 |
2020年 | 439篇 |
2019年 | 724篇 |
2018年 | 855篇 |
2017年 | 957篇 |
2016年 | 1007篇 |
2015年 | 1385篇 |
2014年 | 1560篇 |
2013年 | 1869篇 |
2012年 | 2323篇 |
2011年 | 3805篇 |
2010年 | 2877篇 |
2009年 | 2436篇 |
2008年 | 2850篇 |
2007年 | 2684篇 |
2006年 | 1851篇 |
2005年 | 1709篇 |
2004年 | 2497篇 |
2003年 | 1741篇 |
2002年 | 1933篇 |
2001年 | 1185篇 |
2000年 | 893篇 |
1999年 | 460篇 |
1998年 | 378篇 |
1997年 | 409篇 |
1996年 | 313篇 |
1995年 | 206篇 |
1994年 | 203篇 |
1993年 | 178篇 |
1992年 | 160篇 |
1991年 | 116篇 |
1990年 | 97篇 |
1989年 | 106篇 |
1988年 | 82篇 |
1987年 | 53篇 |
1986年 | 57篇 |
1985年 | 53篇 |
1984年 | 50篇 |
1983年 | 42篇 |
1982年 | 30篇 |
1981年 | 22篇 |
1980年 | 24篇 |
1979年 | 27篇 |
1978年 | 31篇 |
1977年 | 34篇 |
1976年 | 7篇 |
1973年 | 5篇 |
1957年 | 4篇 |
排序方式: 共有10000条查询结果,搜索用时 267 毫秒
821.
完善英语课程形成性考核提高电大学生英语自主学习能力 总被引:1,自引:0,他引:1
吕红 《海南广播电视大学学报》2011,12(4):115-117
应用形成性考核理论,以衢州广播电视大学开放教育英语专业学生为主要调查群体,结合衢州电大外语教研组教师的教学体会和经验,通过教师对学生自主学习方式进行指导,尽快让学生掌握有效学习方法等,进一步完善英语课程形成性考核体系,提高电大学生英语自主学习能力。 相似文献
822.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
823.
824.
The purpose of this study was to determine the services required by students in special education programs and to estimate
the cost of adequately funding special education in Taiwan. Questionnaires were administered to 300 special education teachers
at the elementary school level to identify the services required. Thereafter, two focus group interviews were organized to
determine the service categories and their cost. The results show that the costs for special education programs vary significantly
according to severity of disability, and the weighting for mildly, moderately, and severely disabled students was found to
be 3.7, 4.5, and 5.2, respectively. The costs also vary significantly according to the category of disability, and the weighting
was found to range from 3.6 for emotionally disabled students and to 5.9 for hearing impaired students. These findings suggest
that the current special education funding formula in Taiwan, which ignores these cost differences, should be revamped. 相似文献
825.
This paper analyzes the dynamics of rate of returns for postgraduate education and the determinants of wage premiums for postgraduate
labor, especially for the impact of higher education expansions, in terms of quantity and quality, since the late 1990s in
Taiwan. Utilizing quasi-panel data over the 1990–2004 period and employing the double fixed effect model, the empirical results
first confirm the existence of wage premiums for workers with postgraduate degrees. However, the analysis on the dynamics
of wage premiums finds that it ranged from only 1.40 to 11.67% and decreased sharply in 2004, indicating that the pecuniary
reward for postgraduate qualification seems not to be as high as expected. Along with the rapid expansion of higher education,
the concern about its negative impact on rate of returns to education is witnessed in this study. The sharp increase in the
supply of postgraduate labors appears to have a negative impact on an individual’s wage premium. Similarly, a decline in the
postgraduate labor quality along with higher education expansion has contributed to a negative wage effect. 相似文献
826.
Taiwan is one of the few countries in which bachelor degrees can be earned by attending either 4-year academic colleges or
vocational colleges. This paper offers new evidence on whether returns to B.A. degrees are significantly different between
academic and vocational 4-year colleges using the 1998–1999 Taiwanese College Graduate Survey. The multinomial logit model
is applied to correct self-selection for employment status, and a wage equation is then estimated. The results suggest that
the returns to 4-year academic colleges are 6% higher than those to 4-year vocational colleges. We also find a significant
effect of college quality on wages. Moreover, public academic college graduates have the highest returns whereas those who
attend private vocational colleges have the lowest returns. 相似文献
827.
828.
Dongil Kim Eunyoung Koh Sora Jeong Kijyung Lee Boongnyun Kim Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders,
and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more
difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent
results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp
the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following
research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined
the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we
investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention
problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally,
we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity
on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of
ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary
to conduct multidisciplinary research and international comparison research. 相似文献
829.
法国幼小衔接教育制度的内涵与启示 总被引:1,自引:0,他引:1
法国独特的幼小衔接教育制度是其初等教育走在世界前列的重要原因.在完备的法律规范下,其教育行政组织衔接、教学组织与课程规划衔接、师资聘用与培训衔接,有效地促进了学前教育与小学教育的一体化,使得法国的学前教育与小学教育既体现出合理的层次性,又具有良好的过渡性和连贯性.我国各级政府应加强对发展高质量学前教育的重要战略意义的认识,重视通过建立完备的法律制度保障幼小衔接工作的顺利开展,创新幼小衔接机制与途径,形成和完善能够真正尊重儿童个性发展特征与需要的幼小衔接教育制度. 相似文献
830.