全文获取类型
| 收费全文 | 1458篇 |
| 免费 | 36篇 |
专业分类
| 教育 | 1189篇 |
| 科学研究 | 27篇 |
| 各国文化 | 32篇 |
| 体育 | 58篇 |
| 综合类 | 1篇 |
| 文化理论 | 6篇 |
| 信息传播 | 181篇 |
出版年
| 2023年 | 7篇 |
| 2022年 | 5篇 |
| 2021年 | 17篇 |
| 2020年 | 20篇 |
| 2019年 | 47篇 |
| 2018年 | 59篇 |
| 2017年 | 70篇 |
| 2016年 | 49篇 |
| 2015年 | 34篇 |
| 2014年 | 49篇 |
| 2013年 | 386篇 |
| 2012年 | 40篇 |
| 2011年 | 34篇 |
| 2010年 | 45篇 |
| 2009年 | 43篇 |
| 2008年 | 45篇 |
| 2007年 | 35篇 |
| 2006年 | 26篇 |
| 2005年 | 35篇 |
| 2004年 | 39篇 |
| 2003年 | 27篇 |
| 2002年 | 23篇 |
| 2001年 | 23篇 |
| 2000年 | 19篇 |
| 1999年 | 17篇 |
| 1998年 | 10篇 |
| 1997年 | 21篇 |
| 1996年 | 16篇 |
| 1995年 | 20篇 |
| 1994年 | 18篇 |
| 1993年 | 19篇 |
| 1992年 | 10篇 |
| 1991年 | 19篇 |
| 1990年 | 15篇 |
| 1989年 | 10篇 |
| 1988年 | 9篇 |
| 1987年 | 5篇 |
| 1986年 | 10篇 |
| 1985年 | 7篇 |
| 1984年 | 15篇 |
| 1983年 | 9篇 |
| 1982年 | 12篇 |
| 1981年 | 7篇 |
| 1980年 | 10篇 |
| 1979年 | 8篇 |
| 1977年 | 9篇 |
| 1976年 | 7篇 |
| 1975年 | 5篇 |
| 1974年 | 10篇 |
| 1973年 | 4篇 |
排序方式： 共有1494条查询结果，搜索用时 109 毫秒
991.
Photos by Dorit Baudman of the German School in Potomac, MD. 相似文献
992.
993.
994.
Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering. 相似文献
995.
Ann Harrison 《Assessment & Evaluation in Higher Education》1995,20(2):149-159
The purpose of the current study was to contrast the long-term retention of material acquired primarily through lectures and assigned self-study readings. Sixteen third-year female medical students took part in the study, and the material tested was from a six week Behavioural Sciences Module which incorporated social science, medical science and clinical information. A specially constructed examination paper was used to measure retention one year later. Knowledge decrement (the percentage of material lost) was one of the measures employed. The two study methods did not differ consistently in terms of knowledge decrement or class performance. The top students (in terms of module performance) remembered more than the weakest students, but not because they were less prone to knowledge decrement. Individuals differed substantially in terms of the relative percentages of lecture and reading material forgotten. Using knowledge decrement to identify which study approaches best suit an individual student is discussed. 相似文献
996.
Ann Brooks 《Teaching Statistics》2000,22(3):73-76
This article describes a practical activity involving seven 16‐ to 17‐year‐old students, a trainee teacher and the author. 相似文献
997.
998.
999.
1000.