全文获取类型
收费全文 | 1255篇 |
免费 | 7篇 |
国内免费 | 2篇 |
专业分类
教育 | 1006篇 |
科学研究 | 41篇 |
各国文化 | 20篇 |
体育 | 99篇 |
文化理论 | 25篇 |
信息传播 | 73篇 |
出版年
2019年 | 21篇 |
2018年 | 22篇 |
2017年 | 38篇 |
2016年 | 28篇 |
2015年 | 10篇 |
2014年 | 26篇 |
2013年 | 272篇 |
2012年 | 30篇 |
2011年 | 31篇 |
2010年 | 23篇 |
2009年 | 39篇 |
2008年 | 46篇 |
2007年 | 33篇 |
2006年 | 30篇 |
2005年 | 24篇 |
2004年 | 25篇 |
2003年 | 20篇 |
2002年 | 24篇 |
2001年 | 17篇 |
2000年 | 22篇 |
1999年 | 17篇 |
1998年 | 21篇 |
1997年 | 20篇 |
1996年 | 24篇 |
1995年 | 12篇 |
1994年 | 18篇 |
1993年 | 15篇 |
1992年 | 11篇 |
1991年 | 11篇 |
1990年 | 14篇 |
1989年 | 15篇 |
1988年 | 13篇 |
1987年 | 14篇 |
1986年 | 18篇 |
1985年 | 17篇 |
1984年 | 14篇 |
1983年 | 13篇 |
1982年 | 14篇 |
1981年 | 16篇 |
1980年 | 14篇 |
1979年 | 22篇 |
1978年 | 16篇 |
1977年 | 22篇 |
1976年 | 14篇 |
1975年 | 9篇 |
1974年 | 10篇 |
1973年 | 10篇 |
1971年 | 7篇 |
1967年 | 6篇 |
1966年 | 6篇 |
排序方式: 共有1264条查询结果,搜索用时 9 毫秒
111.
Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(3):281-281
112.
Roger Bennett & Rita Kottasz 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):471-482
Six hundred and seventy-one undergraduates completed a questionnaire concerning their reactions to the idea that parts of their degree programmes might be delivered via Query Based Instructional Machines. The latter are commonplace in museums and other cultural attractions. They are menu-driven and operate on the touch-screen principle, thus allowing the user to browse through whichever aspects of a subject the person finds most interesting. Cognitive, affective and conative responses were measured and related to students' personal characteristics, degree programme, year of study, level of academic attainment, psychological involvement with a course, and innate tendencies vis-à-vis need for cognition, curiosity, and change leadership. The sample comprised students on three categories of degree programme: marketing, computing, or humanities. An analysis of covariance (ANCOVA) was completed using aggregated responses as dependent variables, degree type as the fixed factor (grouping variable), and personal characteristics and inclinations as covariates. There were a number of significant differences between the responses of the marketing students and students in the other groups. 相似文献
113.
114.
Children are very familiar with water, ice, and steam as these things have been part of their lives since they first crawled into the kitchen. In this study children's conceptions about familiar phenomena associated with water, e.g., evaporating, condensing, boiling, and the melting of ice, were investigated using a clinical interview technique. The prevalence of specific views at particular age levels was also studied. The results of the investigation indicate that children do have ideas about the changes of state of water which are quite different from the views of scientists. It would also appear that these ideas can sometimes be influenced in unintended ways by science teaching. The implications of these findings for teaching are discussed. 相似文献
115.
116.
In this study 81 experimental and 79 control subjects (randomly assigned to treatments) took Form A of the Nelson Reading Test, twice, with a four week interval between test administrations. Instructions for the retest varied for the E and C groups. The latter group was told that the test was readministered for purposes of assessing improvement. The E subjects were informed that by improving their previous score they would be eligible for winning a prize (candy bars, university sweaters, radios). Analysis of covariance indicated that the effect of the awards was significant (p < .01) in terms of number of items attempted and in terms of items correct. The adjusted mean increase for the E subjects was three months. The authors concluded that, if the terms of an actual performance contract would be applied to their results, they were to realize approximately $3,000 profit on a $75 investment. 相似文献
117.
Roger A. Girard Stephen E. Radecki Robert C. Mendenhall Stephen Abrahamson John S. Lloyd 《Assessment & Evaluation in Higher Education》1982,7(3):269-288
The University of Southern California has conducted a series of 24 surveys of the professional activities of physicians and surgeons in the United States. The surveys encompass more than 10,000 respondents representing 65.8% of all practising physicians in the United States and its territories. Using a specially‐developed “log‐diary” recording instrument, these physicians reported data on the care they provided during hundreds of thousands of encounters with their patients. This article provides an exposition of the study's unique methodology, presents illustratative data for 5 of the 24 specialities surveyed (cardiology, family practice, general internal medicine, orthopaedic surgery and psychiatry), and discusses the study's relevance and implications for medical education. 相似文献
118.
Lewin R 《New scientist (1971)》1979,83(1167):430-431
119.
Academic deans annually negotiate for a fair share of university resources. Without quantitative accreditation standards to serve as minimum guidelines, the competition is more difficult. Peer institution comparison, derived from the analysis of quantitative data on resource and productivity variables, assists by providing less biased justification for budget requests. In this study, data from a national study of doctoral-granting teacher education programs was used for a factor analysis of key resource and productivity variables. Seven alternative cluster analysis methods were used and compared. Three follow-up procedures (analysis of variance, discriminant analysis, and classification analysis) tested the cluster analysis results to verify the differences between clusters and their internal homogeneity on three different cluster solutions. The classification analysis showed that 88.2% of the 76 programs were correctly classified on the five-cluster solution produced using Ward's minimum variance method. The practical use of such data suggests that Cattell's pattern of profile similarly is a useful beginning to compare programs on factor scores; following that, raw data on each key variable might be used to prepare individual program profiles for more specific comparison. 相似文献
120.
Although several studies in the affluent world have examined the job satisfaction and dissatisfaction of lecturers in higher education, little is known about academic job satisfaction in the low-resource countries. This study probes those factors contributing to academic satisfaction and dissatisfaction in higher education in the developing world. Using a sample of 182 respondents drawn from two universities in Uganda, this analysis reports that the factors most prevalent in the prediction of dons’ satisfaction relate to co-worker behaviour, supervision and intrinsic facets of teaching. Analogously, the stimuli that create academic dissatisfaction are largely extrinsic (contextual) factors with respect to facets of remuneration, governance, research, promotion, and working environment. This article discusses these findings in the light of Herzberg’s dichotomy and concludes that any given factor be it intrinsic or extrinsic can either evoke academic satisfaction or induce dissatisfaction. The present analysis finds that while age, rank, and tenure significantly predict academic job satisfaction, no evidence is adduced to support a gender influence on dons’ job satisfaction. Implications for Ugandan academics’ job satisfaction are formulated, recommendations made, and a further research agenda proposed. 相似文献