全文获取类型
收费全文 | 6903篇 |
免费 | 98篇 |
国内免费 | 56篇 |
专业分类
教育 | 5601篇 |
科学研究 | 420篇 |
各国文化 | 6篇 |
体育 | 143篇 |
综合类 | 334篇 |
文化理论 | 13篇 |
信息传播 | 540篇 |
出版年
2024年 | 2篇 |
2023年 | 26篇 |
2022年 | 67篇 |
2021年 | 132篇 |
2020年 | 149篇 |
2019年 | 100篇 |
2018年 | 66篇 |
2017年 | 101篇 |
2016年 | 88篇 |
2015年 | 133篇 |
2014年 | 396篇 |
2013年 | 438篇 |
2012年 | 545篇 |
2011年 | 604篇 |
2010年 | 469篇 |
2009年 | 461篇 |
2008年 | 436篇 |
2007年 | 540篇 |
2006年 | 474篇 |
2005年 | 414篇 |
2004年 | 356篇 |
2003年 | 343篇 |
2002年 | 258篇 |
2001年 | 232篇 |
2000年 | 147篇 |
1999年 | 31篇 |
1998年 | 11篇 |
1997年 | 12篇 |
1996年 | 8篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1987年 | 1篇 |
排序方式: 共有7057条查询结果,搜索用时 62 毫秒
41.
Jiawei Huang Mahda M. Bagher Heather Dohn Ross Nathan Piekielek Jan Oliver Wallgrün Jiayan Zhao 《Journal of Map & Geography Libraries》2018,14(1):40-63
Libraries have been the key to preserving culture and historic legacy for centuries. One such treasure cataloged in The Pennsylvania State University (Penn State) Libraries is a collection of over 33,000 Sanborn? Fire Insurance Maps. Originally kept safe in metal drawers, the library has embarked on a journey to digitize this abundance of information, combine it with other media such as photographs, and make it accessible through a web interface. Inspired by these efforts, we accessed this information and took it to the next level. Using state of the art 3D modeling and immersive technologies, we created a historic 3D model and immersive experiences of Penn State, exemplarily for the 1922 campus. The resulting experiences can be accessed through the web but also through head mounted displays (HMDs) and mobile phones in combination with VR viewers such as the Google Cardboard. Additionally, they can be used anywhere in the world or on the campus itself as a way to enable remote and in situ experiences and learning. Immersive experiences let us connect to the past, the present and the future, and as such offer value to digital cultural heritage efforts. 相似文献
42.
Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices
下载免费PDF全文
![点击此处可从《British Journal of Special Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
43.
朱熹在建构《大学章句》的体系时,采取了一种志与功相统一的说理方法。这种方法既表现在《大学》经章里,也表现在《大学》传章里,而且在不同的说理层次上,存在着不同的志与功的统一,既有纲领之间的志与功相统一,也有条目之间的志与功相统一,这分别体现在经章与传章里,而且基本上呈现出一一对应的关系。 相似文献
44.
Two studies explored the role of the spontaneous use of spatial note-taking strategies (i.e., creating maps and drawings) and spatial ability in learning from a scientific passage. In Study 1, college students read and took notes by hand on a 10-paragraph scientific passage about the human respiratory system. Students tended to use verbal strategies such as lists (on 48% of the paragraphs), outlines (29%) and running text (15%), but also used spatial strategies such as maps (28%) and drawings (11%). Regression analyses indicated that spatial ability and the use of spatial strategies (maps or drawings) significantly predicted learning outcomes, with spatial strategy use explaining additional variance beyond spatial ability. In Study 2, students read the same scientific passage and took notes either by hand on paper (paper group), by hand on a large whiteboard (whiteboard group), or on a laptop computer (computer group). A similar general pattern as Study 1 was found for the paper group, but this pattern was not found for the computer or whiteboard groups, suggesting that the relationships found in Study 1 might depend on the note-taking medium. Results also indicated that students in the paper and whiteboard groups spontaneously used more spatial strategies, whereas the computer group tended to use verbal strategies (i.e., words only), suggesting that different note-taking contexts encourage different strategies. 相似文献
45.
向燕南 《廊坊师范学院学报》2011,27(5):45-49
历史认识中人本思想提升的一个理论结果,是史学家、思想家对于包括社会结构与历史演进等理论的思考获得深入。古代中国史学家、思想家对于社会结构与历史演进的理论思考,与早熟、发达的国家制度有关,与古代中国特有的史官制度及其文化形态、史学文化传统也有密切的关系。从公元4世纪到16世纪这1000多年观念的发展来看,史家对于社会结构的认识,大致延续了《史记》、《汉书》的传统,体现了大体一致的对社会结构的认识,即呈天、地、人、政治、经济、刑法、军事、政治制度、选官制度、文化的结构顺序。随着社会的发展,中国的史学家、思想家对于社会结构及其历史演进的理解亦不断深化,尤其是对社会经济及其历史意义的认识更是日益丰富。 相似文献
46.
本文概述了"多元解读"的产生及其必要性,以及在实施过程中,如何避免对"多元解读"的过分追求所导致的语文阅读教学的一些误区。同时,本文对"多元解读"的现状加以分析并提出了一些解决问题的策略。 相似文献
47.
48.
史兴民 《咸阳师范学院学报》2005,20(6):36-39
本文在回顾相关文献的基础上,分析了历史文献的特点和中国历史文献的概况,总结了用历史文献重建气候序列的研究进展。最后提出了使用历史文献时应该注意的5个问题。 相似文献
49.
倪学新 《福建师大福清分校学报》2002,(1):6-10
《新史学》是美国历史学家鲁滨孙的代表作,虽为历年论文和演说的汇编,却集中反映了新史学观的逻辑思路,其中不乏闪光之处:第一,敏于感受时代变化的挑战,持发展的史学观;第二,善于从其他学科中接受启迪,促进史学地新,第三,重视史学与现实的联系,强调发挥史学的社会功用。但也存在一些明显的缺陷:第一,只承认量变,而否认质变,陷入庸俗进化论的泥潭,第二,否认史学的科学性。 相似文献
50.
Automatic Chinese text summarization for dialogue style is a relatively new research area. In this paper, Latent Semantic Analysis (LSA) is first used to extract semantic knowledge from a given document, all question paragraphs are identified, an automatic text segmentation approach analogous to Text'filing is exploited to improve the precision of correlating question paragraphs and answer paragraphs, and finally some "important" sentences are extracted from the generic content and the question-answer pairs to generate a complete summary. Experimental results showed that our approach is highly efficient and improves significantly the coherence of the summary while not compromising informativeness. 相似文献