全文获取类型
| 收费全文 | 3824篇 |
| 免费 | 38篇 |
| 国内免费 | 4篇 |
专业分类
| 教育 | 3012篇 |
| 科学研究 | 202篇 |
| 各国文化 | 32篇 |
| 体育 | 388篇 |
| 综合类 | 14篇 |
| 文化理论 | 43篇 |
| 信息传播 | 175篇 |
出版年
| 2022年 | 25篇 |
| 2021年 | 51篇 |
| 2020年 | 56篇 |
| 2019年 | 96篇 |
| 2018年 | 136篇 |
| 2017年 | 146篇 |
| 2016年 | 94篇 |
| 2015年 | 83篇 |
| 2014年 | 132篇 |
| 2013年 | 771篇 |
| 2012年 | 139篇 |
| 2011年 | 131篇 |
| 2010年 | 142篇 |
| 2009年 | 129篇 |
| 2008年 | 88篇 |
| 2007年 | 85篇 |
| 2006年 | 94篇 |
| 2005年 | 85篇 |
| 2004年 | 79篇 |
| 2003年 | 100篇 |
| 2002年 | 81篇 |
| 2001年 | 68篇 |
| 2000年 | 51篇 |
| 1999年 | 37篇 |
| 1998年 | 23篇 |
| 1997年 | 20篇 |
| 1996年 | 49篇 |
| 1995年 | 105篇 |
| 1994年 | 56篇 |
| 1993年 | 55篇 |
| 1992年 | 66篇 |
| 1991年 | 66篇 |
| 1990年 | 45篇 |
| 1989年 | 29篇 |
| 1988年 | 13篇 |
| 1986年 | 10篇 |
| 1985年 | 10篇 |
| 1984年 | 13篇 |
| 1982年 | 17篇 |
| 1981年 | 14篇 |
| 1980年 | 26篇 |
| 1979年 | 56篇 |
| 1978年 | 43篇 |
| 1977年 | 49篇 |
| 1976年 | 24篇 |
| 1975年 | 22篇 |
| 1974年 | 28篇 |
| 1973年 | 12篇 |
| 1972年 | 9篇 |
| 1962年 | 10篇 |
排序方式： 共有3866条查询结果，搜索用时 15 毫秒
31.
Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved. 相似文献
32.
Dr. Richard W. Thoreson CarolAnne M. Kardash David A. Leuthold Kelly A. Morrow 《Research in higher education》1990,31(2):193-209
This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career. 相似文献
33.
34.
35.
36.
37.
38.
39.
Marcel?B.?M.?de?CroockEmail author Fred?Paas Henrik?Schlandbusch Jeroen?J.?G.?van?Merri?nboer 《Educational technology research and development : ETR & D》2002,50(4):47-58
This article describes a set of computerized tools that support the design and evaluation of competency-based training programs. The training of complex skills such as air traffic control and process control requires a competency-based approach that focuses on the integration and coordination of constituent skills and transfer of learning. At the heart of the training are authentic whole-task practice situations. The instructional design tools are based on van Merriënboer's 4C/ID* methodology (1997). The article describes a training design tool (Core) that supports the analysis and design for competency-based training programs and an evaluation tool (Eval) that supports the subsequent revision of this training design. 相似文献
40.
Allan B. de Guzman Les Paul Valdez Maverick B. Orpiana Nikki Angela F. Orantia Patrick Van E. Oledan Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340
According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement. 相似文献