首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   8707篇
  免费   100篇
  国内免费   7篇
教育   6435篇
科学研究   731篇
各国文化   147篇
体育   532篇
综合类   5篇
文化理论   105篇
信息传播   859篇
  2021年   56篇
  2020年   85篇
  2019年   157篇
  2018年   213篇
  2017年   241篇
  2016年   222篇
  2015年   173篇
  2014年   216篇
  2013年   2058篇
  2012年   177篇
  2011年   197篇
  2010年   191篇
  2009年   171篇
  2008年   212篇
  2007年   209篇
  2006年   191篇
  2005年   196篇
  2004年   178篇
  2003年   154篇
  2002年   148篇
  2001年   126篇
  2000年   126篇
  1999年   134篇
  1998年   113篇
  1997年   118篇
  1996年   118篇
  1995年   148篇
  1994年   121篇
  1993年   107篇
  1992年   114篇
  1991年   106篇
  1990年   104篇
  1989年   108篇
  1988年   98篇
  1987年   97篇
  1986年   88篇
  1985年   99篇
  1984年   106篇
  1983年   99篇
  1982年   110篇
  1981年   74篇
  1980年   53篇
  1979年   69篇
  1978年   61篇
  1977年   72篇
  1976年   59篇
  1975年   45篇
  1974年   49篇
  1973年   53篇
  1971年   35篇
排序方式: 共有8814条查询结果,搜索用时 31 毫秒
971.
The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The present research examined the relationships between higher education expenditures and students’ engagement in educationally purposeful activities, after controlling for a variety of student and institutional characteristics. Using data from a nationally representative sample of colleges and universities, the findings indicated that the relationships between expenditures and student engagement are very complex. Relationships differed by institutional control, students’ year in school, and the type of engagement measure included in the analysis.  相似文献   
972.
The paper combines Tobin's Q theory of real investment with the capital asset pricing model to produce a new and relatively simple procedure for the valuation of real assets using the income approach. Applications of the new method are provided.  相似文献   
973.
The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools.  相似文献   
974.
We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.  相似文献   
975.
Employing a cross-age design, this study examined students' alternative conceptions in animal classification at the elementary, secondary, and college levels. Based on a previous study that made use of clinical interviews and a classification task, subjects (N = 468) were administered a multiple-choice/free-response instrument that probed understanding of the concept animal, the vertebrate/invertebrate distinction, and the principal vertebrate classes. Results suggest that students subscribe to a highly restricted view of animals; applying the label almost exclusively to vertebrates, especially to common mammals. When asked to distinguish between vertebrate and invertebrate animals and to classify several species into vertebrate groups, a wide range of alternative conceptions emerged. Cross-age comparisons indicate that many of these alternative views remain intact throughout the school years, while others yield more readily to formal instruction and/or nonschool experiences. Considered within the context of a neoconstructivist view of learning, several suggestions are offered for teaching concepts in animal classification.  相似文献   
976.
977.
This study examines the impact that secondary school studies have on university accounting courses. Multiple regression analysis has been used to determine the significance of various academic factors. Secondary school accounting and mathematics were found to have far greater effectiveness in predicting results in the initial university accounting course than did other variables, but this benefit diminished in the second year and vanished in the third year of the accounting programme.  相似文献   
978.
979.
In 5 experiments, 4-month-old infants were tested for their ability to recognize degraded visual targets as a function of individual differences in fixation duration. Targets were degraded by removing 10% of the total contour either from vertices (vertex-absent) or from midsegments (vertex-present). Both qualitative and quantitative differences were found in long and short lookers' ability to recognize the degraded forms. Short-looking infants were able to recognize degraded forms in both vertex-absent and vertex-present conditions, but the vertex-absent discrimination was more difficult. Long-looking infants required longer familiarization times before showing evidence of recognition in the vertex-present condition, and were unable to recognize targets in which contour was removed at vertices. The findings are discussed within the framework of the persistence of early visual processing strategies, and reliance of long-looking infants on particular local elements in visual analysis.  相似文献   
980.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号