全文获取类型
收费全文 | 22011篇 |
免费 | 295篇 |
国内免费 | 122篇 |
专业分类
教育 | 15131篇 |
科学研究 | 2907篇 |
各国文化 | 176篇 |
体育 | 1747篇 |
综合类 | 13篇 |
文化理论 | 164篇 |
信息传播 | 2290篇 |
出版年
2021年 | 164篇 |
2020年 | 284篇 |
2019年 | 433篇 |
2018年 | 593篇 |
2017年 | 518篇 |
2016年 | 524篇 |
2015年 | 331篇 |
2014年 | 435篇 |
2013年 | 3854篇 |
2012年 | 419篇 |
2011年 | 469篇 |
2010年 | 364篇 |
2009年 | 346篇 |
2008年 | 366篇 |
2007年 | 382篇 |
2006年 | 371篇 |
2005年 | 362篇 |
2004年 | 361篇 |
2003年 | 331篇 |
2002年 | 320篇 |
2001年 | 362篇 |
2000年 | 369篇 |
1999年 | 362篇 |
1998年 | 205篇 |
1997年 | 213篇 |
1996年 | 260篇 |
1995年 | 224篇 |
1994年 | 185篇 |
1993年 | 225篇 |
1992年 | 306篇 |
1991年 | 319篇 |
1990年 | 327篇 |
1989年 | 336篇 |
1988年 | 283篇 |
1987年 | 306篇 |
1986年 | 299篇 |
1985年 | 342篇 |
1984年 | 294篇 |
1983年 | 291篇 |
1982年 | 259篇 |
1981年 | 233篇 |
1980年 | 221篇 |
1979年 | 331篇 |
1978年 | 268篇 |
1977年 | 250篇 |
1976年 | 215篇 |
1975年 | 176篇 |
1974年 | 208篇 |
1973年 | 189篇 |
1971年 | 164篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Stated learning objectives for final year projects tend to be fairly generic. As a result, individual students' experience of project work will depend heavily on the attitudes and beliefs of their supervisor. This paper questions the purpose of projects in the computing curriculum and proposes a personal theory of teaching through projects. In deciding whether such a personal theory should emphasize disciplinary specific content or an experiential approach to learning we consider teaching and learning as a process of enculturation. The personal theory of teaching proposed envisages projects as an opportunity for students to engage in realistic activity which allows them to learn something of the nature of the discipline. The student may be thought of as being on a journey, while the supervisor takes the role of a guide pointing out alternatives along the route but allowing students ultimately to find their own way. 相似文献
992.
993.
994.
Cynthia R. Chambers Michael L. Wehmeyer Yumiko Saito Kerry M. Lida Youngsun Lee Vandana Singh 《Exceptionality》2013,21(1):3-15
Abstract Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination. 相似文献
995.
997.
998.
David R. Kaufman Vimla L. Patel Sheldon A. Magder 《International Journal of Science Education》2013,35(3):369-386
Analogical reasoning is increasingly recognized as an important instrument for promoting conceptual change in science learning. This study characterized students' and physicians' spontaneous use of analogies in reasoning about concepts related to the mechanical properties of cardiovascular physiology. The analogies were made in response to questions at different levels of abstraction from basic physiology to clinical problems. The results indicate that analogies generated by subjects facilitated explanations in a number of ways. These include creating coherent representations in novel situations, bridging gaps in understanding, and triggering associations which result in modified explanations. Subjects at different levels of expertise used analogies differently. The more expert subjects used analogies to facilitate articulation and communication; that is, to illustrate and expand on their explanations. Novices and advanced medical students used more between‐domain analogies to explain all categories of questions. This is less evident in physicians' responses to pathophysiological and clinical problems. The paper discusses ways in which analogies can be used productively, and identifies factors that can lead to a counter‐productive use of analogies resulting in misconceptions and erroneous explanations. 相似文献
999.
N. E. Chioncel R.G.W. Van Der Veen D. Wildemeersch P. Jarvis 《International Journal of Lifelong Education》2013,32(5):495-517
The article examines the theory and practice of focus groups in adult education research. Three theoretical positions are described: radical hermeneutic, moderate interpretative and pragmatic realistic position trying to bridge the gap with positivist research. This last position has been chosen as the departure point for a further analysis of the focus group elements, which relate to validity and reliability. The research examines four European research projects in the field of adult education. The most important and surprising data are presented with reference to both socio-psychological and technical problems in the use of this method. The results highlight the importance and dynamics of all the elements discussed. 相似文献
1000.
R. ST CLAIR 《International Journal of Lifelong Education》2013,32(1):81-94
Understanding the influences upon curriculum formation is an ongoing challenge for adult educators. This discussion describes one approach to curriculum analysis—the aspirational myth—based on the notion that instructors and learners co‐construct an idealized identity representing the end point of learning. The aspirational myth is described with reference to an empirical case study of a training programme, and implications for teaching and research discussed. 相似文献