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991.
Understanding how higher education (HE) finance policy can affect HE decisions is important for understanding how governments can promote human capital accumulation. Yet there is a severe lack of evidence on the effectiveness of student aid in encouraging HE participation outside of the US, and none at all for the UK. This paper exploits a reform that took place in the UK in 2004, when maintenance grants were introduced for students from low income families, having been abolished since 1999. This reform occurred in isolation of any other policy changes, and did not affect students from relatively better off families, making them a potential control group. We use a difference-in-difference framework to estimate the effect of the reform on HE undergraduate participation. We find a positive impact of maintenance grants, with a £1000 increase in grants leading to a 3.95 percentage point increase in participation. 相似文献
992.
本研究对新疆7所本科高校学生的专业总体满意度、参与专业建设意愿、专业建设总体评价等进行了随机抽样调查。结果表明:学生对专业情况的深入了解有利于增强专业满意度;多数学生参与专业建设的意愿较强;部分学生对所在专业就业和培养质量认可度不甚乐观。基于研究结果尝试提出对策:转变专业建设理念,保障学生的知情权;设定合理的限度,保障学生的参与权;鼓励学生多层面、多环节参与,保障学生的建议权、决策权。 相似文献
993.
Conventional wisdom sees education as a primary vehicle through which all people can graduate out of poverty. Education as an instrument of societal change is capable of facilitating a wide range of human rights. However, in many developing countries the education gap seems to be growing within schools in urban, rural and remote areas. The key question is how we translate quality education inputs and processes into desirable outputs and outcomes, thus making teaching and learning inclusive to all the learners. All learners need to have equal access and opportunities in the school system, irrespective of social and cultural background, ethnic identity, gender, religion, social identity and disability. It is against this background that this article explores factors that contribute to low educational participation of children in remote and rural areas of Botswana. 相似文献
994.
从社会资本理论视角出发,结合公共行政学的相关基础理论,来考察社会资本与政府绩效管理之间的关系,至今还是一个理论界较少涉足的领域。社会资本提高了公众参与政治的能力,增加对政府的信任,建立互惠规范的沟通渠道,这些都有助于政府制定合理、公平、高效的政府绩效管理方案,提升政府绩效管理能力,促进社会和谐发展。 相似文献
995.
Tom Clark 《Teaching in Higher Education》2019,24(3):412-427
ABSTRACTThere is currently much interest in the interconnections between research and teaching in Higher Education. This relationship is usually termed ‘the research/teaching nexus’ (RTN). However, within this wide body of literature, there has been little attempt to explore the emergent experiences of students across the entire length of their degree programme. Drawing on the results of a three-year qualitative study that followed 40 students through their whole student lifecycle, this paper explores how undergraduates in an English university experienced the RTN, how those experiences developed over time, and how these changes can be variously enabled or constrained. Situating the findings in the context of the ‘post-truth’ society and the uncertainty of employment futures, the paper highlights how the nexus can also often serve to exclude students as much as it includes. 相似文献
996.
我国环境影响评价制度中的公众参与的几点思考 总被引:2,自引:0,他引:2
李梅花 《辽宁科技学院学报》2003,5(1):72-74
环境影响评价制度中的公众参与制度是一项重要的环境法制度,它对于一国的环境建设起着至关重要的作用,但是在我国尚没有确立这一制度,本文旨在说明其重要性,并为这一制度的建立提出一点构想。 相似文献
997.
论发展性教学主体参与的特点 总被引:3,自引:0,他引:3
主体参与具有形态的生成性、主体的依存性、过程的开放性、效果的递增性、程度的顺差性、角色的互变性等特点。研究主体参与的特点有利于教师准确理解主体参与 ,可以给他们的教学实践提供一定的方法论指导 相似文献
998.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
999.
Carol Murphy 《Educational Studies in Mathematics》2004,56(1):3-18
This study provides an in-depth analysis of children's use of a taught mental calculation strategy. Three children (aged eight
to nine years) who demonstrated contrasting spontaneous calculation approaches, were interviewed following the direct instruction
of a calculation strategy. Their responses are explored in relation to constructivist and participation perspectives of learning.
In response to a unified view of these theories, hypotheses are generated that ask fundamental questions related to the did
actics of mental calculation strategies.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
1000.
Annie Venville Margaret Mealings Priscilla Ennals Jennifer Oates Ellie Fossey Jacinta Douglas 《International Journal of Disability, Development & Education》2016,63(6):571-592
Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation. 相似文献