全文获取类型
收费全文 | 1577篇 |
免费 | 36篇 |
国内免费 | 3篇 |
专业分类
教育 | 1095篇 |
科学研究 | 67篇 |
各国文化 | 20篇 |
体育 | 160篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 259篇 |
出版年
2023年 | 7篇 |
2022年 | 9篇 |
2021年 | 15篇 |
2020年 | 39篇 |
2019年 | 58篇 |
2018年 | 70篇 |
2017年 | 93篇 |
2016年 | 71篇 |
2015年 | 51篇 |
2014年 | 58篇 |
2013年 | 374篇 |
2012年 | 42篇 |
2011年 | 49篇 |
2010年 | 33篇 |
2009年 | 45篇 |
2008年 | 48篇 |
2007年 | 36篇 |
2006年 | 45篇 |
2005年 | 40篇 |
2004年 | 35篇 |
2003年 | 37篇 |
2002年 | 22篇 |
2001年 | 19篇 |
2000年 | 19篇 |
1999年 | 17篇 |
1998年 | 12篇 |
1997年 | 12篇 |
1996年 | 14篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 17篇 |
1991年 | 11篇 |
1990年 | 10篇 |
1989年 | 14篇 |
1988年 | 18篇 |
1987年 | 6篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1973年 | 8篇 |
1971年 | 6篇 |
1970年 | 4篇 |
1968年 | 7篇 |
排序方式: 共有1616条查询结果,搜索用时 0 毫秒
901.
There is little research in the developing countries of South East Asia on the effectiveness of bilingual education programmes that use first language instruction for ethnic minority children. This study investigated the effectiveness of a bilingual education programme involving ethnic minority children in Cambodia by comparing their performance in mathematics, Khmer literacy and oral Khmer to their ethnic minority peers whose education is in the national language only. The findings show that students in the bilingual schools performed better in mathematics than their peers in the monolingual schools, but the differences in Khmer literacy and oral Khmer test scores were statistically insignificant. The study suggests that bilingual education using first language instruction could benefit academic development among ethnic minority students in Cambodia, at least in terms of mathematics achievement. 相似文献
902.
Graham Parr Scott Bulfin Renee Castaldi Elisabeth Griffiths Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. 相似文献
903.
Graham Parr Scott Bulfin 《Changing English: An International Journal of English Teaching》2015,22(2):157-175
Standards-based education reforms and intensified accountability regimes are now a feature of most countries’ agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by standards-based accountability regimes as discipline-based professional knowledge and ‘valuable’ professional development. This essay is a dialogic, reflexive account of a professional learning and writing project for English teachers and teacher educators in Australia, begun in 2013, called the stella2.0 project. The project builds on the groundbreaking work of the STELLA project in Australia from the turn of the century, and some other models of teacher writing projects across the world. Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic professional community of the stella2.0 project, and in the process ‘speak back’ to standards-based reform policies that undermine English educators’ agency and professionalism. 相似文献
904.
905.
Cynthia J. Thomson Rebecca J. Power Scott R. Carlson Jim L. Rupert Grégory Michel 《Journal of sports sciences》2015,33(18):1861-1870
Athletes participating in high-risk sports consistently report higher scores on sensation-seeking measures than do low-risk athletes or non-athletic controls. To determine whether genetic variants commonly associated with sensation seeking were over-represented in such athletes, proficient practitioners of high-risk (n = 141) and low-risk sports (n = 132) were compared for scores on sensation seeking and then genotyped at 33 polymorphic loci in 14 candidate genes. As expected, athletes participating in high-risk sports score higher on sensation seeking than did low-risk sport athletes (P < .01). Genotypes were associated with high-risk sport participation for two genes (stathmin, (P = .004) and brain-derived neurotrophic factor (P = .03)) as well as when demographically matched subsets of the sport cohorts were compared (P < .05); however, in all cases, associations did not survive correction for multiple testing. 相似文献
906.
This special issue examines technology entrepreneurship. Drawing from a rich tradition of research at the interface of the study of entrepreneurship and technological innovation, the articles in the issue examine the effect of environmental conditions on technology entrepreneurship, the processes by which entrepreneurs assemble organizational resources and technical systems, and the strategies used by entrepreneurial firms to pursue opportunities. The papers draw upon a wide variety of empirical evidence, from large sample analyses of archival data to detailed qualitative investigations. Taken together, the papers provide important insights into the major issues facing researchers of technology entrepreneurship today. 相似文献
907.
中国耕地变化及其对生物生产力的影响 --兼谈中国的粮食安全 总被引:10,自引:0,他引:10
利用覆盖中国国土的Landsat遥感数据,本文监测了1986-2000年间耕地的变化态势,并利用农业生态区划模型,计算了耕地变化导致其生物生产力的变化。研究表明,1986-2000年耕地面积增加了265万公顷(或增加了2%),耕地的平均生物生产力下降了2.2%;研究还发现,耕地变化对中国粮食安全没有造成显著影响。适度的耕地非农化是不可避免的,人为遏制这一转移趋势会影响经济的健康发展。 相似文献
908.
Over the past few years, data mining has moved from corporations to other organizations. This paper looks at the integration of data mining in digital library services. First, bibliomining, or the combination of bibliometrics and data mining techniques to understand library services, is defined and the concept explored. Second, the conceptual frameworks for bibliomining from the viewpoint of the library decision-maker and the library researcher are presented and compared. Finally, a research agenda to resolve many of the common bibliomining issues and to move the field forward in a mindful manner is developed. The result is not only a roadmap for understanding the integration of data mining in digital library services, but also a template for other cross-discipline data mining researchers to follow for systematic exploration in their own subject domains. 相似文献
909.
While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students’ uses of technology. This paper investigates students’ experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n = 1174), this paper considers the various ways in which students use digital devices and applications “in school” and “for school”. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students’ technology experiences. 相似文献
910.
Sally S. Scott 《Innovative Higher Education》1997,22(2):85-99