全文获取类型
| 收费全文 | 120609篇 |
| 免费 | 1847篇 |
| 国内免费 | 236篇 |
专业分类
| 教育 | 83785篇 |
| 科学研究 | 13343篇 |
| 各国文化 | 1970篇 |
| 体育 | 9347篇 |
| 综合类 | 171篇 |
| 文化理论 | 1058篇 |
| 信息传播 | 13018篇 |
出版年
| 2021年 | 929篇 |
| 2020年 | 1629篇 |
| 2019年 | 2535篇 |
| 2018年 | 3025篇 |
| 2017年 | 3277篇 |
| 2016年 | 3350篇 |
| 2015年 | 2292篇 |
| 2014年 | 3160篇 |
| 2013年 | 27161篇 |
| 2012年 | 2340篇 |
| 2011年 | 2698篇 |
| 2010年 | 2289篇 |
| 2009年 | 2594篇 |
| 2008年 | 2358篇 |
| 2007年 | 2063篇 |
| 2006年 | 2317篇 |
| 2005年 | 2307篇 |
| 2004年 | 2987篇 |
| 2003年 | 2312篇 |
| 2002年 | 2131篇 |
| 2001年 | 2029篇 |
| 2000年 | 1705篇 |
| 1999年 | 1561篇 |
| 1998年 | 1454篇 |
| 1997年 | 1502篇 |
| 1996年 | 1684篇 |
| 1995年 | 1460篇 |
| 1994年 | 1459篇 |
| 1993年 | 1465篇 |
| 1992年 | 1508篇 |
| 1991年 | 1426篇 |
| 1990年 | 1421篇 |
| 1989年 | 1350篇 |
| 1988年 | 1223篇 |
| 1987年 | 1128篇 |
| 1986年 | 1150篇 |
| 1985年 | 1413篇 |
| 1984年 | 1278篇 |
| 1983年 | 1285篇 |
| 1982年 | 1258篇 |
| 1981年 | 1171篇 |
| 1980年 | 1164篇 |
| 1979年 | 1255篇 |
| 1978年 | 1220篇 |
| 1977年 | 958篇 |
| 1976年 | 870篇 |
| 1975年 | 703篇 |
| 1974年 | 700篇 |
| 1973年 | 679篇 |
| 1972年 | 512篇 |
排序方式： 共有10000条查询结果，搜索用时 593 毫秒
971.
972.
Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students. 相似文献
973.
Educational Psychology Review - In his 1973 article The Structure of ill structured problems, Herbert Simon proposed that solving ill-structured problems could be modeled within the same... 相似文献
974.
975.
Data from surveys of parents of students in Russian schools of various types in the years 2006 to 2011 show a high level of desire to invest in their children's education. There has been a high degree of stability in aspirations and investment in spite of the economic problems caused by global recession. 相似文献
976.
977.
978.
979.
Christina Hamme Peterson Sean B. Hall Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):80-94
Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools. 相似文献
980.