全文获取类型
| 收费全文 | 16763篇 |
| 免费 | 206篇 |
| 国内免费 | 156篇 |
专业分类
| 教育 | 11947篇 |
| 科学研究 | 1478篇 |
| 各国文化 | 228篇 |
| 体育 | 1190篇 |
| 综合类 | 285篇 |
| 文化理论 | 174篇 |
| 信息传播 | 1823篇 |
出版年
| 2022年 | 131篇 |
| 2021年 | 265篇 |
| 2020年 | 326篇 |
| 2019年 | 371篇 |
| 2018年 | 392篇 |
| 2017年 | 499篇 |
| 2016年 | 446篇 |
| 2015年 | 452篇 |
| 2014年 | 599篇 |
| 2013年 | 3201篇 |
| 2012年 | 730篇 |
| 2011年 | 698篇 |
| 2010年 | 658篇 |
| 2009年 | 620篇 |
| 2008年 | 701篇 |
| 2007年 | 621篇 |
| 2006年 | 547篇 |
| 2005年 | 514篇 |
| 2004年 | 403篇 |
| 2003年 | 351篇 |
| 2002年 | 313篇 |
| 2001年 | 226篇 |
| 2000年 | 214篇 |
| 1999年 | 153篇 |
| 1998年 | 146篇 |
| 1997年 | 173篇 |
| 1996年 | 167篇 |
| 1995年 | 138篇 |
| 1994年 | 156篇 |
| 1993年 | 136篇 |
| 1992年 | 146篇 |
| 1991年 | 140篇 |
| 1990年 | 136篇 |
| 1989年 | 123篇 |
| 1988年 | 128篇 |
| 1987年 | 105篇 |
| 1986年 | 120篇 |
| 1985年 | 118篇 |
| 1984年 | 122篇 |
| 1983年 | 144篇 |
| 1982年 | 110篇 |
| 1981年 | 102篇 |
| 1980年 | 109篇 |
| 1979年 | 104篇 |
| 1978年 | 127篇 |
| 1977年 | 97篇 |
| 1976年 | 77篇 |
| 1975年 | 70篇 |
| 1973年 | 57篇 |
| 1970年 | 56篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
131.
132.
133.
134.
Rev. Robert F. Drinan S.J. 《Equity & Excellence in Education》2013,46(4):8-13
This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved. 相似文献
135.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
136.
笪旦 《南昌教育学院学报》2013,(12):109-110
论文分析研究了高等职业教学精品课程资源建设的现状,结合物流信息技术课程特点,提出了本门课的资源建设原则,给出了具体的七大建设步骤,明确课程资源的范围及具体内容,并通过具体的实践过程,总结了该课程资源建设的要点和心得。 相似文献
137.
138.
Robert Weissberg 《Academic Questions》2013,26(3):317-328
139.
140.
Robert A. Stewart 《Communication Research Reports》2013,30(2):84-89
The purpose of this study was to determine whether teacher enthusiasm and student notetaking activity would interact to produce significant differences in students’ learning from lecture. Three modes of student learning activity (listen only, notes, notes plus review) were crossed with two levels of lecturer enthusiasm (less enthusiastic, more enthusiastic) in a 3X2 MANOVA design. Dependent variables were simple recall, complex recall, and recognition of lecture content. Results showed a significant interaction for simple recall. Also, a significant main effect was obtained for learning activity. Findings are discussed with respect to how learning activity and teacher behavior can function jointly in student processing of information. Suggestions for future research are given in light of limitations to the present study. 相似文献