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1.
渝派地产以重庆主城区楼盘为代表,川派地产以成都地产为代表。重庆地形起伏大,城市发展速度迅猛,生活节奏较快;天府之国的成都平原地形平坦,城市发展悠久,生活比较悠闲。城市地域差异导致渝派地产与川派地产之间在楼盘建筑风格、地产商发展模式、建筑布局、高端住宅设计意向以及地产规划等方面都存在着一定的差异。无论是渝派地产的"山水特色",还是川派地产的"田园风格",都旨在为居民提供一个舒适的生活环境,为城市构建一个协调的布局,最终实现城市与自然的和谐发展。 相似文献
2.
王文英 《佳木斯教育学院学报》2012,(10):97-98
现代家居陈设设计中,织物担任了举足轻重的角色,它们既是具有实用功能的覆盖与悬挂物,又是具有欣赏性的工艺品、艺术品。文章着重探讨如何更好地设计和选择与室内陈设搭配和谐的织物,并从织物的色彩、材质肌理、工艺手法等方面进行阐述与研究。 相似文献
3.
Aftab OpelSyeda Sazia Zaman Ferdousi KhanomFrances E. Aboud 《International Journal of Educational Development》2012,32(1):104-110
A randomized evaluation of a 9-month comprehensive math program for preprimary Bangladeshi school children addressed skills such as numbers, measurement, shapes, patterns, and space. Nine schools were randomly selected for the Intervention group and nine for the Control group, with 12 children randomly selected from each to participate in testing. Pre- and posttested scores on each unit's skills and a cumulative test at the end were subjected to analyses of covariance. Intervention children doubled their scores on almost all tests while control children increased only slightly. Reasons for the program's effectiveness were discussed. 相似文献
4.
Robin Jacob Heather Hill Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407
In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes. 相似文献
5.
The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using the Cognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted of three sub-inventories (instructional method, instructional media and assessment method). Overall subjects favoured dependent methods, print based media and informal assessment methods. There was a significant main effect of wholist-analytical style on collaborative method preference (role play, group discussions and business games) and non-print based media preference (overhead transparencies, slides and videos). There was an interaction of the two dimensions of style and gender in their effect on informal assessment method preferences (individual and group assignments and multiple choice and short answer-type questions). The findings are discussed in terms of: (i) models of the cognitive style construct; (ii) the practical implications of individual differences in style and preference. 相似文献
6.
ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
7.
Regina Pavlova Raycheva Pavlina Minkova Vodenova 《European Journal of Engineering Education》2017,42(6):944-961
Using a students’ workshop as a laboratory, this article summarises the observation of three years’ implementation of a new study module for a Bachelor Program in Engineering Design (Interior and Furniture Design) at the University of Forestry, Sofia, Bulgaria. The article offers an analysis of group dynamics and the difficulties and issues observed during the process. Data from survey questionnaires are interpreted; proposals are made for future research. The conclusion of the authors includes the following points: positive response by students, important encounter with successful professionals and companies; creative fulfilment and experience of team work. On the weak side is the experienced discomfort in public presentation, lack of verbal and graphic skills, interpersonal issues and pressure of real requirements from teachers and company; lack of adequate attention by the tutors. The need of better understanding a team ‘code’ of behaviour and preparation for an active learning method was felt. A proposal leading to a mixed-team organisation for better support of first-time participants in the module is made. 相似文献
8.
吴晖 《中国科教创新导刊》2010,(1):207-207,209
本文借助已有的基础理论,从中国图形发展历程,分析月份牌设计图形艺术发展独特性,揭示月份牌设计在中国图形艺术教育的突出贡献,试图揭示当代中国图形设计教育的新路。 相似文献
9.
Michele Sinico 《The International Journal of Art & Design Education》2021,40(1):99-107
This article examines the contribution of scientific phenomenology in design pedagogy through the theoretical relationships between the German art school Staatliches Bauhaus and the most important scientific phenomenological theories of the first half of the twentieth century. After showing the relationships between the Gestalt Theory and the principal teachers of the Bauhaus (Johannes Itten, Paul Klee, Wassily Kandinsky, László Moholy‐Nagy, Josef Albers), the pedagogical epistemology of Walter Gropius is critically presented. The epoché, the intersubjective criterion and the anti‐psychologism are examined. In conclusion, it is evidenced that Gropius was strongly influenced by Gestalt psychology. This undeclared influence was a necessary consequence of the fact that phenomenological attitude is a crucial operating modality for the concrete practice of design. 相似文献
10.
白东红 《延安教育学院学报》2011,25(1):112-112,F0003
试就延安市区城市园林绿化方面现存的误区进行分析研究,针对发现的一些误区,讨论提出了园林绿化的基本原则及解决问题的一些建议,以便找到进一步提高延安市区城市园林绿化水平的途径。 相似文献