全文获取类型
收费全文 | 1510篇 |
免费 | 36篇 |
专业分类
教育 | 1236篇 |
科学研究 | 28篇 |
各国文化 | 32篇 |
体育 | 57篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 186篇 |
出版年
2023年 | 7篇 |
2022年 | 6篇 |
2021年 | 17篇 |
2020年 | 20篇 |
2019年 | 48篇 |
2018年 | 58篇 |
2017年 | 70篇 |
2016年 | 50篇 |
2015年 | 34篇 |
2014年 | 49篇 |
2013年 | 386篇 |
2012年 | 40篇 |
2011年 | 35篇 |
2010年 | 45篇 |
2009年 | 43篇 |
2008年 | 46篇 |
2007年 | 35篇 |
2006年 | 27篇 |
2005年 | 37篇 |
2004年 | 39篇 |
2003年 | 27篇 |
2002年 | 23篇 |
2001年 | 23篇 |
2000年 | 19篇 |
1999年 | 18篇 |
1998年 | 10篇 |
1997年 | 21篇 |
1996年 | 16篇 |
1995年 | 20篇 |
1994年 | 18篇 |
1993年 | 19篇 |
1992年 | 10篇 |
1991年 | 19篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1986年 | 11篇 |
1985年 | 9篇 |
1984年 | 21篇 |
1983年 | 11篇 |
1982年 | 14篇 |
1981年 | 12篇 |
1980年 | 14篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 10篇 |
1975年 | 8篇 |
1974年 | 13篇 |
1973年 | 7篇 |
排序方式: 共有1546条查询结果,搜索用时 15 毫秒
41.
In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics. 相似文献
42.
43.
44.
45.
The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context. 相似文献
46.
The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing. 相似文献
47.
The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores. 相似文献
48.
49.
50.
This paper reports on a 16-week sport education (SE) unit with just over 70 year 5 students (M age = 10.04 years) in one United Kingdom school during the spring and summer terms and discusses students' SE experiences. Student interviews were conducted throughout the season and a questionnaire on different motivation aspects was administered prior to and before completing the SE season. We report and examine the data in relation to hypothesized influences on fun and enjoyment, including being part of a team, autonomy, and improving game play. The principal reasons SE may be more enjoyable than previous physical education lessons include the greater opportunities for autonomy, affiliation, and competition, plus perceived learning. 相似文献