全文获取类型
收费全文 | 8050篇 |
免费 | 91篇 |
国内免费 | 3篇 |
专业分类
教育 | 5633篇 |
科学研究 | 990篇 |
各国文化 | 70篇 |
体育 | 499篇 |
综合类 | 2篇 |
文化理论 | 62篇 |
信息传播 | 888篇 |
出版年
2021年 | 66篇 |
2020年 | 82篇 |
2019年 | 139篇 |
2018年 | 207篇 |
2017年 | 188篇 |
2016年 | 205篇 |
2015年 | 106篇 |
2014年 | 135篇 |
2013年 | 1336篇 |
2012年 | 149篇 |
2011年 | 169篇 |
2010年 | 126篇 |
2009年 | 112篇 |
2008年 | 136篇 |
2007年 | 106篇 |
2006年 | 121篇 |
2005年 | 371篇 |
2004年 | 279篇 |
2003年 | 177篇 |
2002年 | 110篇 |
2001年 | 122篇 |
2000年 | 120篇 |
1999年 | 104篇 |
1998年 | 69篇 |
1997年 | 70篇 |
1996年 | 81篇 |
1995年 | 60篇 |
1993年 | 86篇 |
1992年 | 107篇 |
1991年 | 111篇 |
1990年 | 109篇 |
1989年 | 94篇 |
1988年 | 86篇 |
1987年 | 103篇 |
1986年 | 93篇 |
1985年 | 103篇 |
1984年 | 89篇 |
1983年 | 95篇 |
1982年 | 95篇 |
1981年 | 75篇 |
1980年 | 75篇 |
1979年 | 100篇 |
1978年 | 90篇 |
1977年 | 84篇 |
1976年 | 74篇 |
1975年 | 54篇 |
1974年 | 68篇 |
1973年 | 64篇 |
1972年 | 54篇 |
1971年 | 58篇 |
排序方式: 共有8144条查询结果,搜索用时 31 毫秒
991.
Japanese education has been a focus of comparative studies for the past 20 years. Many scholars have attributed the economic
success of this industrialized society to a highly literate and well-educated population. Recent studies, however, have tended
to be more critical of, in particular, Japanese higher education (HE). Indeed, most universities in Japan are acutely aware
of the need for change and a considerable effort at institutional reform is sweeping the nation. Unfortunately most of the
constructive criticism of Japanese HE has not yet been published in English. One of the most vocal of the reformists, Professor
Ikuo Amano, has published widely on various aspects of HE in Japan. The following paper is a translation of a chapter in his
book Challenges to Japanese Universities. This translation is prefaced by both a synopsis of this book as well as a brief
introduction to Amano and his work. 相似文献
992.
Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions,
taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the
most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are
still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For
our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation
study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not
directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different
kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information,
new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process
itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and
new ideas of the designers).
in final form: 4 August 2005 相似文献
993.
Ian F. Rolls 《Assessment & Evaluation in Higher Education》1985,10(1):53-62
A number of reports of the use of time analysis systems as a basis of self‐evaluation is available. This article provides data collected over a year by a head of department performing a lecturer's role. While of value as a means of self evaluation, the data raises some major issues in terms of the management of departments in general and of those in the public sector of higher eduction in England and Wales in particular. The implications in relation to presumed conditions of service and to the elaboration of the role of the lecturer with the growth in demands for accountability and participation in decision‐making are examined. 相似文献
994.
The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools. 相似文献
995.
996.
OBJECTIVE: The primary goal of the present research was to determine whether retrospective reports of childhood disciplinary experiences and perceptions of that discipline correspond to actual childhood events and whether the accuracy of that report was influenced by the affective state of the respondent. METHOD: Eighty-three adolescent and young adult males completed a retrospective measure of physical child maltreatment, Assessing Environments (AEIII), and the Brief Symptom Inventory (BSI). As children the participants had been observed naturalistically in their homes interacting with their parents an average of 10 years earlier. RESULTS: Analyses were consistent with the hypothesis that both current mood and actual observations of parent-child interactions during childhood predict self-reported recollections of childhood maltreatment by one's parents. Further the veridicality of such recollections appears to depend upon the objective specificity versus the perceptive nature of the questions used to elicit the recollections. CONCLUSIONS: The findings suggest that assessment instruments suitable for obtaining information regarding earlier childhood victimization must utilize behaviorally specific items. Thus, items that are either global or intimate a normative comparison should be avoided. 相似文献
997.
998.
999.
Differential costs of curricula in Illinois public junior colleges: Some implications for the future
The purpose of this study was to determine and analyze the annual cost of operation including depreciation of movable capital equipment for educating one student in each curriculum of selected community colleges and to show the relationship of costs of vocational-technical curricula to the cost for common baccalaureate oriented curricula.A stratified sample of eight community colleges was drawn from those that had been in operation for at least five years.These data indicate that a majority of the courses offered in highly specialized curricula in both the occupational and baccalaureate categories were more expansive than those courses that were common to a wide variety of curricula.This study supports differential program funding to assure continued development of high quality vocational-technical programs in community colleges. 相似文献
1000.
Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science.
In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction
as early as possible and have championed early secondary school as an appropriate place. Further, mainstream science curricula
in a number of countries have, for some time now, supported such introductions (albeit of a more limited sort) under the banner
of introducing students to the “Nature of Science”. In this paper, I explore a case against such introductions, partly in
role as “Devil’s Advocate” and partly exploring genuine qualms that have come to disturb me. Generally speaking, my judgement
is that no justification is available in terms of benefit to the individual or to society of sufficient weight to outweigh
the loss of freedom of choice involved in such forced learning. One possible exception is a minimalist and intellectually
passive “Nature of Science” introduction to some uncontroversial philosophical views about science.
An earlier version of this paper was presented to the Seventh International Conference on the History and Philosophy of Science and Science Teaching, University of Winnipeg, Winnipeg and subsequently published in its proceedings (see my 2003). I am grateful to those who engaged in discussion of the paper upon its presentation. I am also grateful to the advice of
this journal’s anonymous referees. 相似文献