全文获取类型
| 收费全文 | 4863篇 |
| 免费 | 58篇 |
| 国内免费 | 11篇 |
专业分类
| 教育 | 3517篇 |
| 科学研究 | 409篇 |
| 各国文化 | 102篇 |
| 体育 | 397篇 |
| 综合类 | 1篇 |
| 文化理论 | 49篇 |
| 信息传播 | 457篇 |
出版年
| 2021年 | 39篇 |
| 2020年 | 60篇 |
| 2019年 | 111篇 |
| 2018年 | 130篇 |
| 2017年 | 136篇 |
| 2016年 | 160篇 |
| 2015年 | 99篇 |
| 2014年 | 113篇 |
| 2013年 | 1242篇 |
| 2012年 | 92篇 |
| 2011年 | 112篇 |
| 2010年 | 102篇 |
| 2009年 | 105篇 |
| 2008年 | 124篇 |
| 2007年 | 98篇 |
| 2006年 | 84篇 |
| 2005年 | 103篇 |
| 2004年 | 97篇 |
| 2003年 | 82篇 |
| 2002年 | 101篇 |
| 2001年 | 72篇 |
| 2000年 | 73篇 |
| 1999年 | 77篇 |
| 1998年 | 45篇 |
| 1997年 | 59篇 |
| 1996年 | 53篇 |
| 1995年 | 56篇 |
| 1994年 | 55篇 |
| 1993年 | 48篇 |
| 1992年 | 56篇 |
| 1991年 | 68篇 |
| 1990年 | 56篇 |
| 1989年 | 50篇 |
| 1988年 | 34篇 |
| 1987年 | 53篇 |
| 1986年 | 36篇 |
| 1985年 | 54篇 |
| 1984年 | 50篇 |
| 1983年 | 47篇 |
| 1982年 | 37篇 |
| 1981年 | 37篇 |
| 1980年 | 26篇 |
| 1979年 | 40篇 |
| 1978年 | 47篇 |
| 1977年 | 40篇 |
| 1976年 | 29篇 |
| 1975年 | 34篇 |
| 1974年 | 23篇 |
| 1973年 | 21篇 |
| 1971年 | 25篇 |
排序方式： 共有4932条查询结果，搜索用时 125 毫秒
121.
Audra F. Schaefer Adam B. Wilson J. Bradley Barger Homaira M. Azim James J. Brokaw William S. Brooks 《Anatomical sciences education》2019,12(3):225-235
Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists. 相似文献
122.
美国优质网络课程的案例介绍 总被引：1，自引：0，他引：1
近十年来,我国高校网络课程建设成果显著,但其中暴露出的理论与实践相脱离的现象也比较严重。通过介绍美国德克萨斯A&M大学Dooley教授开设的网络课程《远程教育的高级方法》,尝试剖析其作为优质网络课程在管理平台、教学设计、交互安排、评价方法以及支持服务等方面所具有的特征,以期与国内远程教育的研究者和实践者分享经验。 相似文献
123.
124.
125.
126.
127.
James Wilberding 《体育哲学杂志》2017,44(1):108-122
David Foster Wallace was genuinely troubled by what he perceived to be a serious incongruity in the mental lives of elite athletes. To perform with grace and beauty, elite athletes must be ‘geniuses,’ yet in conversation and prose these same athletes often exhibit such vapidity and banality that he was tempted to simply write them off as unintelligent or worse. In response to this puzzle, Wallace developed different philosophical conceptions of the elite athlete aimed at bridging the gap between genius and dumb jock. For Wallace, this was an exercise designed to help him live a more compassionate life. 相似文献
128.
129.
Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163
This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development. 相似文献
130.