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911.
What Happened on July 21st: An Investigation of Trauma and Trigger Warnings in the English Classroom
Adam Wolfsdorf Alison Scott Sarah Herzog 《Changing English: An International Journal of English Teaching》2019,26(2):198-215
The controversy surrounding trigger warnings has highlighted a mystifying confound in post-secondary education. Faculty, students and school bureaucracies are divided. While trigger warning proponents emphasise the value of protecting students with trauma histories from unscaffolded exposure to content related to sexuality, violence, race and political strife, agonists interpret the trigger warning as a threat to academic freedom, artistry and professor autonomy. This paper presents an episode that occurred at a prominent school of education, in which an instructor’s choice of content triggered a post-traumatic response in a student. As the story unfolds, the narrative shifts back and forth between the instructor’s and the student’s experience of the event. The piece concludes with a commentary made by a clinical psychologist and trauma expert, who weighs in on the challenges confronting both professors and students, as each attempts to navigate handling emotionally charged, potentially triggering contents in the post-secondary classroom. 相似文献
912.
Wassim H. Merzougui Matthew A. Myers Samuel Hall Ahmad Elmansouri Rob Parker Alistair D. Robson Octavia Kurn Rachel Parrott Kate Geoghegan Charlotte H. Harrison Deepika Anbu Oliver Dean Scott Border 《Anatomical sciences education》2021,14(3):296-305
Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open-ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students’ performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013–2016) and SBA (2017–2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students’ perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)—this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education. 相似文献
913.
Walter Scott 《海外英语》2008,(11):1
Proud Maisie is in the wood,
Walking so early;
Sweet Robin sits on the bush,
Singing so rarely.…… 相似文献
914.
Donald J. Treffinger Edwin C. Selby Scott G. Isaksen 《Learning and individual differences》2008,18(4):390
More than five decades of research and development have focused on making the Creative Problem Solving process and tools accessible across a wide range of ages and contexts. Recent evidence indicates that when individuals, in both school and corporate settings, understand their own style of problem solving, they are able to learn and apply process tools more effectively, and when teams appreciate the styles of their individual members, their problem solving efforts are enhanced. We summarize recent studies and report new data supporting the conclusion that individual style differences provide an important key to understanding the interaction of person, process, product, and press when managing change. 相似文献
915.
This writing describes a literacy project between preservice teachers enrolled in a small university in Montana and an inner
city school classroom in Kansas. It shows how the preservice teachers and children negotiate meaning at the beginning of the
project as well as what the preservice teachers were learning from the children and from their teacher, Scott. Twenty-three
third grade children exchanged letters, cards, drawings, autobiographies, and writing about shared literature with 24 preservice
teachers for 10 weeks. Scott, the third grade teacher who assisted with the project, was a former student in Rita’s university
language arts classroom and was strongly committed to demonstrating to preservice teachers the rewards of teaching in an inner
city classroom ... particularly those coming from communities where people of color or linguistic diversity were few. Through
shared written responses and the negotiation of meaning between two age groups, this project opened pathways for greater insight
into the cultures and lives of children that the university students might otherwise not have known. It also provided myriad
glimpses into the lives of real children, each with his or her own interests, life experiences, and expressive modalities
thus shaping the perceptions of the preservice teachers about their role as teacher in supporting and responding to the individual
strengths of each child. 相似文献
916.
The research reported in this article sought to provide a broader understanding of high school science students as persons by describing the personal thoughts, or everyday thinking, about a question relevant to science: What is Nature? The purpose was to gain an understanding of students' fundamental beliefs about the world on the basis that developing scientific literacy can be successful only to the extent that science finds a niche in the cognitive and cultural milieu of students. The theoretical background for this research came from cultural anthropology and the methodology was interpretive, involving student interviews. The assertions of the study in summary form were: (a) The ninth‐grade students in the study tended to discuss Nature using several different perspectives (e.g., religious, aesthetic, scientific, conservationist). A rich breadth of perspectives typically characterized any one student's discussion of Nature. (b) After 9 years of schooling, however, the level of science integration within everyday thinking remained low for many of these ninth graders. In their discussions of Nature, most volunteered little school knowledge of science. They were aware of school science topics such as the ozone layer, rain forests, and the Big Bang theory. Such topics were voluntarily mentioned but usually without elaboration even when asked. (c) Science grade success was not correlated with the concepts these ninth graders typically chose to use in a discussion about the natural world. The students with the most grade success in science had not necessarily grasped fundamental concepts about Nature and science. (d) Regardless of school grade success, including school science grade success, most of the ninth graders attached considerable importance to personal experiences with Nature. Their environmental inclinations were strong. The article ends with a discussion of the implications. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 541–564, 1999 相似文献
917.
918.
Lynn A. Johnson Margaret C. Lohman Jamie D. Sharp T. Scott Krenz 《Learning, Media and Technology》2000,25(2):129-140
The University of Iowa College of Dentistry has expanded its continuing dental education (CDE) offerings to include distance learning on the Iowa Communications Network (ICN). The ICN is a statewide fiber optic network linking 550 sites that provides two‐way interactive audio and video communication. The first course was broadcast on January 30, 1998 to 10 receiving sites across Iowa and was attended by 68 people. The instructor controls what is seen and heard at the remote sites, but participants can enter the discussion by activating their microphones. Recognising that the first distance learning course needed to be successful, the College of Dentistry collaborated with the College of Education to create a highly interactive instructional program. In an evaluation, the participants were almost unanimous in their approval. Ninety‐eight percent said they would attend another course if offered on the ICN. A strong majority of the participants felt the quality of the program was very good and attendance at a site close to their home reduced the cost of their continuing education. Based on the lessons learned from this initial offering, the College of Dentistry plans to expand its distance learning activities to include interactive programs on the ICN and the World Wide Web 相似文献
919.
In this study, a web‐based questionnaire was used to measure attitudes of members of a professional performance improvement organization relative to adoption and implementation of Level 4 or results‐oriented evaluation. Participants were 274 members of the International Society for Performance Improvement (ISPI). It was expected that frequency of Level 4 evaluation use could be explained by innovation diffusion or change variables. Findings suggest that the adoption of effective performance improvement measurement systems and processes at the organizational level is relatively low compared to other types of evaluation. This level of adoption is impacted by a complex array of factors. Stakeholder participation in the adaptation of evaluation systems to increase their compatibility with current practices, and experimentation with this type of evaluation on a limited or trial basis may increase the rate of adoption. Management support of the development and adaptation of a results‐oriented evaluation system is seen as providing the opportunity for the change process to move forward. Implications for diffusion of this type of evaluation within organizations will be discussed within the context of a HPT Change framework. 相似文献
920.
Black families and youth likely consider specific racial discriminatory situations in preparation-for-bias messages and racial coping responses. Our study investigated coping responses embedded in youth-reported Black families’ preparation-for-bias messages and youths’ proactive coping responses to specific racially discriminatory situations—teachers’ negative expectations, store employees’ hyper-monitoring and police harassment. Gender and racial discrimination experience differences were considered along with relations between messages and coping. Our investigation was guided by the integrated-developmental, transactional/ecological, intersectionality, and Phenomenological Variant of Ecological Systems Theory theoretical frameworks. We conducted cluster analyses using data from 117 Black youth aged 13–14 to identify situation-specific family messages and youth coping responses. Families’ messages and youths’ responses varied in content and frequency based on the specific discriminatory situation, which suggests consideration of context. 相似文献