全文获取类型
收费全文 | 1172篇 |
免费 | 31篇 |
国内免费 | 4篇 |
专业分类
教育 | 893篇 |
科学研究 | 83篇 |
各国文化 | 22篇 |
体育 | 75篇 |
综合类 | 1篇 |
文化理论 | 16篇 |
信息传播 | 117篇 |
出版年
2022年 | 7篇 |
2021年 | 17篇 |
2020年 | 11篇 |
2019年 | 22篇 |
2018年 | 35篇 |
2017年 | 27篇 |
2016年 | 44篇 |
2015年 | 22篇 |
2014年 | 48篇 |
2013年 | 301篇 |
2012年 | 15篇 |
2011年 | 26篇 |
2010年 | 18篇 |
2009年 | 25篇 |
2008年 | 33篇 |
2007年 | 30篇 |
2006年 | 28篇 |
2005年 | 23篇 |
2004年 | 17篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 10篇 |
1997年 | 18篇 |
1996年 | 11篇 |
1995年 | 14篇 |
1994年 | 13篇 |
1993年 | 14篇 |
1992年 | 9篇 |
1991年 | 14篇 |
1990年 | 11篇 |
1989年 | 14篇 |
1988年 | 9篇 |
1987年 | 7篇 |
1985年 | 15篇 |
1984年 | 9篇 |
1983年 | 25篇 |
1982年 | 20篇 |
1981年 | 11篇 |
1979年 | 13篇 |
1978年 | 12篇 |
1977年 | 11篇 |
1975年 | 8篇 |
1974年 | 11篇 |
1973年 | 10篇 |
1972年 | 6篇 |
1970年 | 7篇 |
1965年 | 6篇 |
排序方式: 共有1207条查询结果,搜索用时 15 毫秒
1.
Frank Quinn 《Publishing Research Quarterly》1995,11(2):20-28
This article begins with an analysis of reliability and usability in the mathematical literature. Mathematical practice is
seen to be adapted to very high standards in these respects, and quite sensitive to even modest declines in quality. Unfortunately
most scenarios for the transition to electronic publication suggest serious loss of quality. This is a problem special to
mathematics: other sciences are adapted to lower standards, and should be much less sensitive to changes. Some ways to prevent
this decline are suggested.
A condensed version of this article appeared inNotices of the American Mathematical Society, 42, 1, January 1995. Published with permission of the American Mathematical Society. 相似文献
2.
3.
4.
5.
6.
David Alan George Poh-Ling Tan Jeffrey Frank Clewett 《Environmental Education Research》2016,22(1):62-88
Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted. 相似文献
7.
Frank P. Belcastro 《Roeper Review》2013,35(3):184-189
This article responds to attitudes about giftedness in M. Sapon‐Shevin's article, “Explaining Giftedness to Parents: Why it Matters What Professionals Say.” Giftedness is not a reward or a privilege, but an aspect of a child's individuality that should be understood and taken into account by the educational system. Gifted children's needs are not solely academic, and it is parents who are responsible for meeting those needs. They need information from as many sources as possible. They are also excellent sources of information themselves, so the relationship between professionals and parents should be reciprocal. This article also responds to some of Sapon‐Shevin's objections to the book Guiding the Gifted Child, (Webb, Meckstroth, Tolan, 1982). In the preparation of this article, the writer worked closely with coauthors James T. Webb and Elizabeth Meckstroth, whose pioneering work with the SENG Project at Wright State University provided the basis of Guiding the Gifted Child. 相似文献
8.
9.
Christine B. McCormick Joel R. Levin Frank Cykowski Paula Danilovics 《Educational technology research and development : ETR & D》1984,32(3):145-152
One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. 相似文献
10.
Frank N. Dempster 《Educational Psychology Review》2002,14(4):413-423