全文获取类型
收费全文 | 4831篇 |
免费 | 48篇 |
国内免费 | 96篇 |
专业分类
教育 | 2686篇 |
科学研究 | 686篇 |
各国文化 | 143篇 |
体育 | 314篇 |
综合类 | 182篇 |
文化理论 | 13篇 |
信息传播 | 951篇 |
出版年
2024年 | 1篇 |
2023年 | 52篇 |
2022年 | 61篇 |
2021年 | 120篇 |
2020年 | 205篇 |
2019年 | 176篇 |
2018年 | 163篇 |
2017年 | 155篇 |
2016年 | 149篇 |
2015年 | 124篇 |
2014年 | 340篇 |
2013年 | 641篇 |
2012年 | 386篇 |
2011年 | 382篇 |
2010年 | 264篇 |
2009年 | 286篇 |
2008年 | 304篇 |
2007年 | 278篇 |
2006年 | 218篇 |
2005年 | 166篇 |
2004年 | 125篇 |
2003年 | 106篇 |
2002年 | 81篇 |
2001年 | 65篇 |
2000年 | 45篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 10篇 |
1996年 | 12篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1989年 | 3篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有4975条查询结果,搜索用时 15 毫秒
91.
周剑 《湖南广播电视大学学报》2005,(2):53-54
绿色会计是近十年来发展起来的会计学科的一个重要分支,在西方发达国家,成为一个热门话题。绿色会计的研究把企业的经济效益和整个社会效益结合起来,更利于社会经济的可持续发展。 相似文献
92.
Linkages between cognitive and social dialogue patterns during collaborative small-group discussions
BackgroundCollaborative small-group discussions have the potential to promote reading comprehension, critical thinking, and argumentation. However, few studies have gone beyond cognitive processes to understand the social characteristics of dialogue and their potential contributions to students’ cognitive processing in turn-by-turn dialogic exchanges.AimsThis study closely examined dialogues between speakers and addressees regarding their levels of cognitive processing (i.e., cognitive dialogue patterns) and social processes reflecting social cohesion (i.e., social dialogue patterns). The aims were to understand, first, the relations between students' cognitive dialogue patterns and their social dialogue patterns, and second, the relations between students' cognitive dialogue patterns and peers’ social dialogue patterns.SampleThis study included 4070 speaking turns generated by 120 fifth-graders in 60 small-group discussions.MethodsStudents participated in small-group discussions, called Collaborative Social Reasoning. Dialogue between pairs of group members formed social networks, based on which Exponential Random Graph Models (ERGMs) were specified.ResultsFindings showed that speakers' social dialogue patterns were associated with their cognitive dialogue patterns. However, receiving social dialogue patterns from peers did not always predict students’ advanced types of cognitive dialogue patterns.ConclusionsThis study demonstrated that cognitive and social aspects of small-group discussions are intricately linked, and that encouraging social cohesion does not guarantee that students will engage in collaborative and critical discussions. 相似文献
93.
Ruth King 《Action Learning: Research and Practice》2016,13(2):168-175
This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing. 相似文献
94.
我国社会稳定研究综述 总被引:1,自引:0,他引:1
本文从社会稳定的内涵、形态、特征、影响社会稳定的新因素和实现社会稳定的对策等方面,比较全面、系统地梳理和归纳了近年来我国理论界关于社会稳定研究的最新成果. 相似文献
95.
Pentecost M. Nkhoma 《Educational Studies in Mathematics》2002,50(1):103-113
Black South African students have a poor success rate in school leaving mathematics examinations. Attempts have been made to shift teachers' practices from teacher-centredness to learner-centredness, in Black schools, in order to improve the situation. So far, the attempts failed to yield the desired results. This paper reports on the findings of a study that aimed at learning from students and teachers in Black schools, as to what classroom practices lead to success in school mathematics, in their impoverished context.This revised version was published online in October 2005 with corrections to the Cover Date. 相似文献
96.
97.
我国近年衔接与连贯研究综述 总被引:2,自引:0,他引:2
周建萍 《河北师范大学学报(哲学社会科学版)》2001,24(1):97-100
衔接与连贯是语篇分析领域中的两个重要概念。我国的语篇研究者在介绍国外学者研究成果的基础上 ,对衔接的手段、层次 ,连贯的标准及分类 ,以及衔接与连贯的关系提出了补充和不同看法。有的学者试图建立自己的理论模式 ,也有的研究者应用衔接与连贯理论进行中英文对比研究 ,试图寻找某些翻译时可以遵循的规律 相似文献
98.
英语经济新闻是新闻英语语体的一种实用次语体,基于韩礼德和哈桑(Halliday & Hasan)的衔接理论,选取国外著名通讯社的新闻报道为语料,通过定量分析与定性分析相结合的方法,从衔接方面对英语经济新闻进行研究分析,并总结了其衔接特征. 相似文献
99.
To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed. 相似文献
100.
Peter Williams 《Assessment & Evaluation in Higher Education》2017,42(6):978-989
Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address twenty-first century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts. 相似文献