全文获取类型
收费全文 | 37592篇 |
免费 | 556篇 |
国内免费 | 220篇 |
专业分类
教育 | 31397篇 |
科学研究 | 2999篇 |
各国文化 | 20篇 |
体育 | 1295篇 |
综合类 | 1410篇 |
文化理论 | 9篇 |
信息传播 | 1238篇 |
出版年
2024年 | 10篇 |
2023年 | 253篇 |
2022年 | 423篇 |
2021年 | 774篇 |
2020年 | 1169篇 |
2019年 | 1122篇 |
2018年 | 823篇 |
2017年 | 908篇 |
2016年 | 884篇 |
2015年 | 1100篇 |
2014年 | 2338篇 |
2013年 | 4042篇 |
2012年 | 3260篇 |
2011年 | 2970篇 |
2010年 | 1933篇 |
2009年 | 1891篇 |
2008年 | 2124篇 |
2007年 | 2352篇 |
2006年 | 2273篇 |
2005年 | 1939篇 |
2004年 | 1715篇 |
2003年 | 1331篇 |
2002年 | 1055篇 |
2001年 | 730篇 |
2000年 | 410篇 |
1999年 | 176篇 |
1998年 | 90篇 |
1997年 | 87篇 |
1996年 | 53篇 |
1995年 | 24篇 |
1994年 | 36篇 |
1993年 | 22篇 |
1992年 | 20篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 10篇 |
1988年 | 7篇 |
1985年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1957年 | 2篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
971.
如何指导高职学生学习商务英语视听说 总被引:1,自引:0,他引:1
周蕾 《读与写:教育教学刊》2011,(5):61-62,4
商务英语视听说课融视、听、说于一体,注重英语听说技能在常见商务活动中的实际应用,提供真实的商务环境,通过英语获取商务知识,提高技能。本文分析了商务英语视听说课程以及高职学生在学习目的、兴趣、词汇、听力和口语等方面的学习现状,重点探讨了指导高职学生学习商务英语视听说,掌握商务英语知识,提高商务英语交际能力的有效方法。 相似文献
972.
Alaster Scott Douglas 《Ethnography and Education》2019,14(2):192-205
This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground. 相似文献
973.
Ethnographical mapping of thick places – teaching and learning practices in teacher training schools
Mikael Jonasson 《Ethnography and Education》2019,14(1):16-33
The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between different activities as a starting point for understanding TaLP and where many students at the same school produce thick places of affect and meaning. The main conclusion from this study is that matters of where, what, and who are shaping TaLP. Another important conclusion from this study is that training schools offer new conditions for teacher students, but also offer new opportunities for ethnographic studies that aim at understanding these school environments with a range of new questions. 相似文献
974.
It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided. 相似文献
975.
Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size. 相似文献
976.
977.
吴宏才 《安顺师范高等专科学校学报》2011,(6):117-119
目前我国村民自治仍存在"村支两委两张皮"现象突出、村民代表素养偏低、村干部法制意识淡薄、乡镇政府过度干涉等问题。要有效解决这些问题,必须切实推进"三个转变",加强"一个制度"建设,积极提高村民代表取得了一定的实践经验和民主成效,为更高层次的直接民主奠定了基础。但同时也存在着一些亟待解决的素质,遏制家族宗派势力恶性发展对村民自治的干扰,修订完善相关法律法规和政策,明晰村民委员会与乡镇政府的权力界限。 相似文献
978.
基于学校德育任务,借助德育内容,构建起一种以培养学生德育观、合作观、高能力目标的课外合作学习小组模式,遵循教师引导与学生主体相结合、社会目标与个人目标相结合、目标多元与德育优先相结合等原则,体现模式的导向性和互动性特点,充分利用学校特别是学生资源,提高学校学生德育工作的实效。 相似文献
979.
李华 《广东轻工职业技术学院学报》2011,10(3):47-51
基于"以说促学"教学改革试验,课堂观察、数据记录及调查表明:通过此项试验,学生参与课堂英语活动的次数和人数提高了,学习英语的信心提高了,英语水平也得到相应的提高。 相似文献
980.
Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries. 相似文献