全文获取类型
收费全文 | 1883篇 |
免费 | 45篇 |
国内免费 | 1篇 |
专业分类
教育 | 1478篇 |
科学研究 | 65篇 |
各国文化 | 26篇 |
体育 | 111篇 |
文化理论 | 8篇 |
信息传播 | 241篇 |
出版年
2022年 | 12篇 |
2021年 | 25篇 |
2020年 | 32篇 |
2019年 | 71篇 |
2018年 | 70篇 |
2017年 | 70篇 |
2016年 | 60篇 |
2015年 | 59篇 |
2014年 | 69篇 |
2013年 | 455篇 |
2012年 | 64篇 |
2011年 | 59篇 |
2010年 | 36篇 |
2009年 | 44篇 |
2008年 | 40篇 |
2007年 | 44篇 |
2006年 | 48篇 |
2005年 | 40篇 |
2004年 | 51篇 |
2003年 | 50篇 |
2002年 | 38篇 |
2001年 | 27篇 |
2000年 | 27篇 |
1999年 | 29篇 |
1998年 | 24篇 |
1997年 | 21篇 |
1996年 | 24篇 |
1995年 | 18篇 |
1994年 | 13篇 |
1993年 | 19篇 |
1992年 | 14篇 |
1991年 | 15篇 |
1990年 | 12篇 |
1989年 | 19篇 |
1988年 | 28篇 |
1987年 | 17篇 |
1986年 | 15篇 |
1985年 | 17篇 |
1984年 | 10篇 |
1983年 | 6篇 |
1982年 | 14篇 |
1981年 | 9篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1977年 | 7篇 |
1976年 | 11篇 |
1974年 | 8篇 |
1972年 | 8篇 |
1970年 | 5篇 |
1968年 | 6篇 |
排序方式: 共有1929条查询结果,搜索用时 15 毫秒
21.
Alison A. Carr-Chellman 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):5-15
This study engages the question of where successful emerging (pretenure) scholars are most likely to publish their research. Spurred on by findings of a survey of leaders in the field of educational technology/instructional design and technology (ET/IDT) to determine the advisability of a rank‐ordered list of journals for the purposes of decision making about tenure and promotion, this document analysis presents the results of measuring the conventional wisdom against the actual practices of emerging scholars. Findings suggest that pretenure scholars publish in a wide variety of outlets including some, but not all of those identified in earlier surveys. While it is understood that the tenure decision is a complicated one—based on many criteria (eg, teaching, service, grantsmanship, etc), research and scholarship remain primary determinants. Therefore, these findings will be useful to emerging scholars and to those decision makers seeking direction regarding research outlets. The study is limited by a focus from an original survey conducted in 2003 to primarily North American scholars as participants, however, international considerations are included. The findings indicate that a list of journals for tenure decision making may not be advisable at this point in the development of the field of ET/IDT. 相似文献
22.
23.
This study describes one teacher's use of multimedia, specifically CD-ROM talking books, in the classroom. The goal of the investigation was to reveal and analyse how a primary (Grade 3) teacher integrated CD-ROM books into her curriculum. Issues emerging from the study included how features of the software interact with features of classrooms, how patterns of instruction are affected by the infusion of technology, and how students interact with the software, and each other, while reading the CD- ROM books 相似文献
24.
Three rats received unmodifiable tailshock at random intervals in a shuttlebox. In a continuous-choice situation, Ss could choose between an auditory signal immediately preceding or immediately following the tailshock. Over repeated daily 3-h sessions, each S acquired a spatial discrimination indicating a strong preference for the signal preceding tailshock. This preference continued undiminished through two successive reversals of the position associated with signaled shock. This demonstration precludes explanations of the preference-for-signaled-shock phenomenon based upon primary reinforcement value or acquired value of the signal, position preferences, and overt modification of the aversiveness of the reinforcer through such means as postural adjustments. An explanation of recent failures to obtain the preference-for-signaled-shock effect is offered. 相似文献
25.
26.
Sam Miller 《Changing English: An International Journal of English Teaching》2006,13(2):173-178
The ethnic conflict that has enveloped Sri Lanka since the 1980s has been deeply damaging to Sri Lankan journalism, whose traditions of impartiality and professionalism have been seriously undermined. The BBC World Service Trust has attempted to address these issues through a European‐funded training programme aimed at a broad range of media practitioners in Sri Lanka. This article seeks to assess how successful this programme has been and what lessons can be drawn by training organisations elsewhere who are seeking to implement similar projects. 相似文献
27.
Jane Brazier B.A. Dip. Social Work Alison A. Davis RGN RMN RCHN DCHN MCN Jan Shier B.A. Applied Science 《Child abuse & neglect》1982,6(4):389-394
In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation. 相似文献
28.
Designing informal learning experiences for early career academics using a knowledge ecosystem model
Faye Miller Helen Partridge Christine Bruce Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics. 相似文献
29.
30.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献