全文获取类型
收费全文 | 10058篇 |
免费 | 159篇 |
国内免费 | 7篇 |
专业分类
教育 | 7098篇 |
科学研究 | 1085篇 |
各国文化 | 135篇 |
体育 | 742篇 |
综合类 | 3篇 |
文化理论 | 83篇 |
信息传播 | 1078篇 |
出版年
2021年 | 90篇 |
2020年 | 132篇 |
2019年 | 215篇 |
2018年 | 297篇 |
2017年 | 273篇 |
2016年 | 262篇 |
2015年 | 169篇 |
2014年 | 233篇 |
2013年 | 1947篇 |
2012年 | 221篇 |
2011年 | 220篇 |
2010年 | 192篇 |
2009年 | 193篇 |
2008年 | 229篇 |
2007年 | 174篇 |
2006年 | 184篇 |
2005年 | 170篇 |
2004年 | 170篇 |
2003年 | 157篇 |
2002年 | 166篇 |
2001年 | 172篇 |
2000年 | 157篇 |
1999年 | 142篇 |
1998年 | 96篇 |
1997年 | 108篇 |
1996年 | 116篇 |
1995年 | 98篇 |
1994年 | 75篇 |
1993年 | 112篇 |
1992年 | 133篇 |
1991年 | 146篇 |
1990年 | 132篇 |
1989年 | 123篇 |
1988年 | 102篇 |
1987年 | 117篇 |
1986年 | 120篇 |
1985年 | 121篇 |
1984年 | 106篇 |
1983年 | 113篇 |
1982年 | 123篇 |
1981年 | 94篇 |
1980年 | 85篇 |
1979年 | 123篇 |
1978年 | 102篇 |
1977年 | 97篇 |
1976年 | 87篇 |
1974年 | 77篇 |
1973年 | 70篇 |
1972年 | 60篇 |
1971年 | 61篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
161.
162.
Institutional administrators, faculty, state planners, and legislatures have little analytical basis available to help them cope with the expected excess higher education capacity of the 1980s. Without objective criteria, state planners and legislatures are likely to propose across-the-board reductions even if it were preferable to close some institutions and expand others. This study is a case application of an optimization model to two community colleges in northern Minnesota. Using estimated enrollment demand functions and readily available data on size, quality, and costs, this model is designed to assist policymakers in identifying overbuilt institutions and programs that should be closed. The state's objective in the model is to satisfy specified proportions of enrollment demand with a minimum expenditure of state funds. 相似文献
163.
This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students’ grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ 11: 336–345. © 2017 American Association of Anatomists. 相似文献
164.
Alandeom W. Oliveira Troy D. Sadler Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150
This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college
students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures,
prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes
of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted
by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions
of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially
constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types
of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of
agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account
and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative
and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize
pragmatic functions of language strategically to encourage students to position themselves within the identity of science
expertise. 相似文献
165.
This article chronicles pace-setting collaborative educational programs which are succeeding in turning around Bronx public schools. It focuses on the results achieved when corporations, universities, cultural institutions, and health-care facilities become partners with the public schools to share their expertise, sophisticated technology, and superior financial resources with the city's children. The marshalling of new resources from outside the school establishment in support of a number of initiatives has set public education in the Bronx on a new course. The transformation of many troubled neighborhood high schools into theme schools which feature a particular career preparation has already brought dramatic changes in the borough's dropout rate and raised the aspirations of large numbers of students. 相似文献
166.
167.
The aim of this study was to investigate young children's conflict emotions during peer disputes. Twenty-seven 4- to 5-year-old children participated in four 15- minute sessions in which groups of 3 children played with table toys. Videotapes of these sessions were used to identify all conflicts and conflict roles (initiator, recipient, and observer) and all conflict-related displays of facial emotions (using the AFFEX coding system). Results indicated that initiators', recipients' and observers' emotions differed in the conflict and postconflict periods, but that there were no initial preconflict differences. Overall, conflict initiators almost exclusively expressed happiness, whereas conflict recipients expressed mostly sadness and anger. In addition, children's conflict emotions were related to the frequency with which they initiated and received conflicts. Children who expressed higher percentages of negative emotions as conflict recipients both initiated and received more conflicts, and children who expressed more happiness when initiating conflicts also initiated more conflicts. These findings have implications for how young children develop methods of conflict resolution, and how they form concepts about sociomoral emotions. 相似文献
168.
169.
170.
The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identification, considerations for analyzing proposed LD identification models, and various alternatives to LD identification. The work of the participating panelists is summarized in this discussant paper, and next steps for the NRCLD in light of these presentations are suggested. 相似文献