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991.
Michael Kaye 《Asia-Pacific Journal of Teacher Education》1994,22(1):69-80
In recent months, certain major policy documents have highlighted the importance of facilitating the development of interpersonal communication competence in vocational teachers. These documents include the provocative Australian Education Council Review Committee Report (Finn Report) which lists interpersonal and personal development as one of six key competency areas. As new vocational teacher education courses like the Bachelor of Teaching are beginning to be developed on a national scale within Australia, it is appropriate to cater for the development of interpersonal communication competence in vocational teacher education curricula. Among the more vexatious questions which need to be addressed is the determination of whether vocational teachers can demonstrate interpersonal communication competence, particularly in relation to their professional roles. This paper examines current scientific literature on communication competence. Since competence implies more than skill alone, consideration is also given in this paper to ways of identifying vocational teachers’ understanding of interpersonal communication processes and their importance in relation to the facilitation of learning in the post‐secondary vocational education sector. Such issues as assessing interpersonal communication competence in teacher‐learner relationships by means of direct observation, video‐based structured reflection, and self‐analysis are identified for further study. Finally, implications are drawn for vocational teacher education curricula currently being developed within Australia. 相似文献
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Michael E. Smith George A. Zsidisin Laural L. Adams 《Decision Sciences Journal of Innovative Education》2005,3(1):29-46
The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade‐offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade‐offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms. 相似文献
994.
Since its creation in 1919 the University Grants Committee (UGC) has been seen in Britain and many other countries as a model piece of machinery for channelling funds from Government to universities. Over these 60 years there have been many changes and fluctuations in its relationships both with Government and universities, and its effectiveness has varied, depending on the circumstances of the period.Up till World War II the UGC achieved its purpose of serving as a buffer or shock absorber (UGC, 1968). These metaphors picture a largely reactive body responding to initiatives either by Government or the universities. After the Second World War there were calls for the UGC to play a more positive role in university development and national planning and its terms of reference were changed. The UGC's response to this change has been variable and only in the period post 1979 has it consistently played the broader role envisaged for it in 1946 although its rhetoric claimed this role for it in the 1960s. This more active role in the 1980s has brought mixed reactions: more respect from the Government but more criticism from the universities.Insofar as this criticism relates to the processes used by the UGC during its selective retrenchment activities (1981–83), these could be improved by a strengthened UGC; insofar as the criticisms relate to the basic idea of a committee composed primarily of academics apparently aiding and abetting a Government's policy to cut back higher education, the future viability of the UGC idea itself is called into question.Another variable in the UGC's future is connected with the recently created National Advisory Board for Local Authority Higher Education (NAB). Discussions have ranged widely over the future options for the coordination of higher education: a merger of the two bodies, their separate development or creation of an overarching body over both sectors and their respective agencies. For the moment, however, the continued existence of the UGC represents an extraordinary example of institutional longevity over a period when immense changes have occurred in British society, the machinery of Government, and the British education system. 相似文献
995.
Simonsmeier Bianca A. Peiffer Henrike Flaig Maja Schneider Michael 《Research in higher education》2020,61(6):706-724
Research in Higher Education - Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on... 相似文献
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The purpose of this study is to examine integrated process skill and formal thinking abilities of middle and high school students and determine the relationship, if any, between the two. A relationship was thought to exist since both sets of skills strongly emphasize conducting fair experiments as well as other abilities. Pencil and paper measures of formal operational and integrated process skill achievement were given to almost 500 grade 7–12 students. Resulting correlations showed a strong relationship between achievement on the two meansures (r = 0.73) and all subtests of both measures. Factor analysis data corroborate the correlational evidence. One potential inference to be drawn from these results is that process skill teaching might influence formal thinking ability. A follow-up experimental study will determine this. 相似文献
999.
Susanne Böse Marko Neumann Michael Becker Kai Maaz Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1157-1186
The issue of implementing large-scale reforms has played an important role both in the past as well as in current debates on structural changes and quality measures in education. When putting reforms into practice, individual schools and their leaders, who take a key role in reform processes, are focused. In the context of a comprehensive school reform in Berlin, this contribution presents an implementation of the Stages of Concern Questionnaire (SoCQ, Hall and Hord 2011), which intends to assess the degree of participants’ engagement with innovations in a phased respectively stepwise approach. Recently, the SoCQ questionnaire has been used to build different profiles or types of engagement in reform. Based on N?=?196 school leaders, latent profile analyses thus served to identify five types of profiles. Altogether, they indicate that the majority of school leaders are ready to implement the reform and contribute to its optimization. A rather small group remained skeptical with regard to the school reform. With respect to individual leadership characteristics, differences in profile composition could be found for gender, school type, and professional experience. 相似文献
1000.
Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms 下载免费PDF全文
Madeleine J. George Michael A. Russell Joy R. Piontak Candice L. Odgers 《Child development》2018,89(1):78-88
Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (Mage = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments. 相似文献