全文获取类型
收费全文 | 2374篇 |
免费 | 63篇 |
国内免费 | 2篇 |
专业分类
教育 | 1734篇 |
科学研究 | 213篇 |
各国文化 | 69篇 |
体育 | 135篇 |
综合类 | 1篇 |
文化理论 | 27篇 |
信息传播 | 260篇 |
出版年
2023年 | 16篇 |
2022年 | 17篇 |
2021年 | 32篇 |
2020年 | 50篇 |
2019年 | 67篇 |
2018年 | 80篇 |
2017年 | 102篇 |
2016年 | 95篇 |
2015年 | 61篇 |
2014年 | 59篇 |
2013年 | 530篇 |
2012年 | 44篇 |
2011年 | 50篇 |
2010年 | 48篇 |
2009年 | 58篇 |
2008年 | 69篇 |
2007年 | 31篇 |
2006年 | 45篇 |
2005年 | 46篇 |
2004年 | 39篇 |
2003年 | 40篇 |
2002年 | 36篇 |
2001年 | 41篇 |
2000年 | 42篇 |
1999年 | 26篇 |
1998年 | 22篇 |
1997年 | 24篇 |
1996年 | 29篇 |
1995年 | 30篇 |
1994年 | 29篇 |
1993年 | 18篇 |
1992年 | 26篇 |
1991年 | 24篇 |
1990年 | 38篇 |
1989年 | 26篇 |
1988年 | 18篇 |
1987年 | 20篇 |
1986年 | 19篇 |
1985年 | 25篇 |
1984年 | 18篇 |
1983年 | 10篇 |
1981年 | 18篇 |
1980年 | 11篇 |
1979年 | 17篇 |
1978年 | 11篇 |
1977年 | 13篇 |
1976年 | 14篇 |
1974年 | 10篇 |
1972年 | 13篇 |
1923年 | 10篇 |
排序方式: 共有2439条查询结果,搜索用时 15 毫秒
11.
Joseph Deodato 《Journal of Web Librarianship》2018,12(1):1-27
The emergence of social media has radically transformed the way we create and consume information. These changes have in turn given rise to new models of librarianship centered on principles of participation, interaction, and collaboration. Over the last decade, academic libraries have eagerly adopted social media as a means of enhancing services and connecting with a new generation of users. But how exactly has this technology changed libraries? In what ways has the social web transformed library services or our relationships with users? This article attempts to assess the impact of social media on academic libraries in the United States through a review of the literature published since 2005. In particular, it looks at how academic libraries have used social media to improve or develop new services. By comparing published case studies with the theoretical literature, this article seeks to separate theory from practice and determine the extent to which the social web has transformed library practice. The author concludes that, despite several noteworthy examples, the majority of social library applications ultimately fail to live up to the transformative potential promised within the literature and that this failure may have more to do with philosophical rather than technical limitations. 相似文献
12.
Mario Mali
ki Joseph Costello Juan Pablo Alperin Lauren A. Maggio 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)
IntroductionWhile early commenting on studies is seen as one of the advantages of preprints, the type of such comments, and the people who post them, have not been systematically explored.Materials and methodsWe analysed comments posted between 21 May 2015 and 9 September 2019 for 1983 bioRxiv preprints that received only one comment on the bioRxiv website. The comment types were classified by three coders independently, with all differences resolved by consensus.ResultsOur analysis showed that 69% of comments were posted by non-authors (N = 1366), and 31% by the preprints’ authors themselves (N = 617). Twelve percent of non-author comments (N = 168) were full review reports traditionally found during journal review, while the rest most commonly contained praises (N = 577, 42%), suggestions (N = 399, 29%), or criticisms (N = 226, 17%). Authors’ comments most commonly contained publication status updates (N = 354, 57%), additional study information (N = 158, 26%), or solicited feedback for the preprints (N = 65, 11%).ConclusionsOur results indicate that comments posted for bioRxiv preprints may have potential benefits for both the public and the scholarly community. Further research is needed to measure the direct impact of these comments on comments made by journal peer reviewers, subsequent preprint versions or journal publications. 相似文献
13.
14.
15.
16.
17.
18.
Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
19.
This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
20.