首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   3335篇
  免费   411篇
教育   3258篇
科学研究   31篇
各国文化   93篇
体育   70篇
文化理论   12篇
信息传播   282篇
  2023年   8篇
  2022年   6篇
  2021年   43篇
  2020年   65篇
  2019年   132篇
  2018年   139篇
  2017年   161篇
  2016年   108篇
  2015年   169篇
  2014年   191篇
  2013年   1039篇
  2012年   144篇
  2011年   159篇
  2010年   168篇
  2009年   134篇
  2008年   159篇
  2007年   99篇
  2006年   91篇
  2005年   85篇
  2004年   79篇
  2003年   40篇
  2002年   33篇
  2001年   40篇
  2000年   37篇
  1999年   34篇
  1998年   31篇
  1997年   22篇
  1996年   32篇
  1995年   30篇
  1994年   22篇
  1993年   21篇
  1992年   24篇
  1991年   19篇
  1990年   34篇
  1989年   14篇
  1988年   15篇
  1987年   19篇
  1986年   13篇
  1985年   13篇
  1984年   8篇
  1983年   9篇
  1982年   12篇
  1981年   6篇
  1980年   4篇
  1978年   4篇
  1976年   4篇
  1975年   5篇
  1974年   3篇
  1971年   3篇
  1969年   3篇
排序方式: 共有3746条查询结果,搜索用时 218 毫秒
991.
Although considerable work has been done to develop new educational innovations, few have found widespread acceptance in the classroom. To improve the likelihood of adoption of educational innovations, researchers need to understand why some innovations are adopted and routinely used, while others are not. An initial aspect of the diffusion of innovations, as defined in the classical sociological literature, involves the communication of ideas and concepts related to innovations between individuals. This article presents an expert panel's answer to the following question: “What are the most important characteristics that relate to the dissemination of educational innovations?” As dissemination is a critical facet of the diffusion of an innovation, 45 researchers who received technology and engineering grants from the National Science Foundation (NSF) participated in a Delphi study designed to address this research question. In three rounds, the experts identified and ranked 11 characteristics of educational innovations, 6 characteristics of students, 13 characteristics of faculty members, and 5 characteristics of administrators that can relate to the successful dissemination of educational innovations. The results of this study led to the formation of a Characteristics of Dissemination Success (CODS) framework. This framework offers useful guidance for educational innovators seeking a better understanding of the influences on the dissemination of educational innovations.  相似文献   
992.
993.
This paper defines and discusses ‘mood boards’– those assemblages of images and, less frequently, objects, which are used to assist analysis, creativity and idea development in design activity. There is need for discussion since little published information currently exists to guide students and tutors. The paper proposes that mood boards can assist problem finding as well as problem solving. Primarily, mood boards provide a mechanism for students and practising designers to respond to perceptions about the brief, the problem as it emerges and the ideas as they develop. The construction of mood boards potentially stimulates the perception and interpretation of more ephemeral phenomena such as colour, texture, form, image and status. They are, like Debono's lateral thinking techniques, partly responses to an inner dialogue and partly provocation to become engaged in such a dialogue. Examples are drawn from recent work in the field of industrial design at Loughborough University.  相似文献   
994.
995.
996.
997.
998.
999.
1000.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号