全文获取类型
收费全文 | 6322篇 |
免费 | 91篇 |
国内免费 | 5篇 |
专业分类
教育 | 4207篇 |
科学研究 | 768篇 |
各国文化 | 51篇 |
体育 | 619篇 |
文化理论 | 28篇 |
信息传播 | 745篇 |
出版年
2022年 | 38篇 |
2021年 | 63篇 |
2020年 | 102篇 |
2019年 | 158篇 |
2018年 | 194篇 |
2017年 | 206篇 |
2016年 | 187篇 |
2015年 | 118篇 |
2014年 | 158篇 |
2013年 | 1108篇 |
2012年 | 150篇 |
2011年 | 153篇 |
2010年 | 131篇 |
2009年 | 126篇 |
2008年 | 151篇 |
2007年 | 149篇 |
2006年 | 112篇 |
2005年 | 105篇 |
2004年 | 89篇 |
2003年 | 85篇 |
2002年 | 91篇 |
2001年 | 117篇 |
2000年 | 139篇 |
1999年 | 126篇 |
1998年 | 59篇 |
1997年 | 49篇 |
1996年 | 64篇 |
1995年 | 58篇 |
1994年 | 60篇 |
1993年 | 51篇 |
1992年 | 109篇 |
1991年 | 95篇 |
1990年 | 83篇 |
1989年 | 114篇 |
1988年 | 76篇 |
1987年 | 70篇 |
1986年 | 76篇 |
1985年 | 94篇 |
1984年 | 67篇 |
1983年 | 69篇 |
1982年 | 69篇 |
1981年 | 52篇 |
1980年 | 58篇 |
1979年 | 72篇 |
1978年 | 70篇 |
1977年 | 52篇 |
1976年 | 57篇 |
1974年 | 40篇 |
1973年 | 41篇 |
1969年 | 33篇 |
排序方式: 共有6418条查询结果,搜索用时 15 毫秒
991.
Australia, like the rest of the developed world, is in the midst of dealing with notable issues related to the age structure
of its academic workforce. These issues are widespread and have been articulated in the Australian context most comprehensively
by Hugo (2008). This paper investigates issues with demographic change and other key factors related to the desirability of a science or
mathematics academic career within Australian universities. It draws on the findings of a research project undertaken in 2008
for the Department of Education, Employment and Workplace Relations. The findings show that while demographic issues are not
as dire for science academics compared to the entire sector, issues relating to tenure, workload and retaining young science
academics in Australia are a threat to the long-term sustainability of science faculties in Australian universities. 相似文献
992.
The Bases of Competence model provides a general framework for learner‐centred skill development and programme‐focused outcomes assessment. Based on previous research, the Bases of Competence model describes 17 skills and four base competencies important to graduates to achieve high performance in the workplace. Taking this work from research to relevant educational application as a tool for student self‐assessment and institutional outcomes assessment is the focus of this paper. Results from a multi‐year, multi‐course assessment initiative indicate that students rate themselves stronger in the foundation base competencies of Communicating and Managing Self, and weaker in more complex competencies of Managing People and Tasks and Mobilising Innovation and Change. Comparisons of skill confidence within each base competence as well as between year, student level, gender and beginning versus end of semester are presented as well. These results are discussed and suggestions made for programme design. 相似文献
993.
A multifaceted approach to teacher induction 总被引:1,自引:0,他引:1
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. 相似文献
994.
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth 总被引:2,自引:0,他引:2
Bridget K. Hamre Laura M. Justice Robert C. Pianta Carolyn Kilday Beverly Sweeney Jason T. Downer Allison Leach 《Early childhood research quarterly》2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
995.
In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading. 相似文献
996.
T. Ramakrishna Rao 《Resonance》2018,23(5):545-553
In aquatic and moist soil environments subjected to periodic drying, a diverse group of organisms (mostly microscopic) have evolved extreme desiccation tolerance through a physiological adaptation called ‘anhydrobiosis’. Notable among such organisms are tardigrades, bdelloid rotifers, and nematodes. Anhydrobiosis also allows these organisms to tolerate extreme temperatures and ionizing radiation. In this article, the signi-cance and some mechanisms of anhydrobiosis are described. 相似文献
997.
T Ramakrishna Rao 《Resonance》2018,23(11):1205-1213
In many ecosystems, apex consumers (top predators) play a crucial role in food web dynamics. Their top-down impacts are known to spread downwards through the food webs in a cascading fashion. Trophic cascades manifest when top predators are excluded from an ecosystem or introduced into a system lacking them. Two such case studies are described here. Trophic cascades are generally more pronounced in the aquatic than in the terrestrial ecosystems, which in turn is related to the differences in the average body sizes of herbivores relative to the plant resources they feed upon and in the structure of their food webs. Scientists express concern that human activities have been leading to planet-wide trophic downgrading (loss of apex consumers) which could affect vital ecological processes of the biosphere. 相似文献
998.
999.
Simon T. Tidd Timothy M. Stoelinga Angela M. Bush-Richards Donna L. De Sena Theodore J. Dwyer 《The Journal of educational research》2018,111(1):95-107
Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy—instantiated in the program Intensified Algebra—that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment. 相似文献
1000.
Charlotte R. Pennington Elizabeth A. Bates Lauren T. Bolam 《Journal of Further & Higher Education》2018,42(5):596-607
In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points. 相似文献