全文获取类型
| 收费全文 | 1305篇 |
| 免费 | 31篇 |
专业分类
| 教育 | 1023篇 |
| 科学研究 | 63篇 |
| 各国文化 | 17篇 |
| 体育 | 102篇 |
| 综合类 | 1篇 |
| 文化理论 | 11篇 |
| 信息传播 | 119篇 |
出版年
| 2022年 | 9篇 |
| 2021年 | 17篇 |
| 2020年 | 19篇 |
| 2019年 | 32篇 |
| 2018年 | 47篇 |
| 2017年 | 56篇 |
| 2016年 | 46篇 |
| 2015年 | 31篇 |
| 2014年 | 37篇 |
| 2013年 | 289篇 |
| 2012年 | 34篇 |
| 2011年 | 34篇 |
| 2010年 | 27篇 |
| 2009年 | 36篇 |
| 2008年 | 29篇 |
| 2007年 | 36篇 |
| 2006年 | 24篇 |
| 2005年 | 26篇 |
| 2004年 | 19篇 |
| 2003年 | 26篇 |
| 2002年 | 30篇 |
| 2001年 | 17篇 |
| 2000年 | 18篇 |
| 1999年 | 13篇 |
| 1998年 | 12篇 |
| 1997年 | 19篇 |
| 1996年 | 8篇 |
| 1994年 | 20篇 |
| 1993年 | 21篇 |
| 1992年 | 11篇 |
| 1991年 | 16篇 |
| 1990年 | 10篇 |
| 1989年 | 7篇 |
| 1988年 | 8篇 |
| 1987年 | 12篇 |
| 1986年 | 14篇 |
| 1985年 | 16篇 |
| 1984年 | 9篇 |
| 1983年 | 17篇 |
| 1982年 | 10篇 |
| 1981年 | 13篇 |
| 1980年 | 18篇 |
| 1979年 | 11篇 |
| 1978年 | 17篇 |
| 1977年 | 7篇 |
| 1976年 | 15篇 |
| 1974年 | 18篇 |
| 1973年 | 7篇 |
| 1972年 | 7篇 |
| 1971年 | 7篇 |
排序方式： 共有1336条查询结果，搜索用时 265 毫秒
81.
82.
83.
84.
85.
86.
87.
教育领域一直以评价和采用交互创新技术为先驱,这些交互创新技术为教育技术专家探索计算机辅助的教学提供了实践的土壤＂。替代性世界＂（Alternative worlds）是完全实时的、高保真的、用户高度介入的学习环境。其特点是具有丰富的环境、丰富的接口、操作驱动和有效应用于教与学＂。替代性世界＂在混合式学习中可以冲破传统教育屏障,拓展教师和学习者角色,为学习者提供时间和空间的便利,实现终身学习＂。替代性世界＂学习环境是一个新的研究领域,它为专注于人机交互、社会网络和虚拟现实的教育技术专家开拓了新方向和新空间。 相似文献
88.
White B 《CBE life sciences education》2006,5(3):264-269
This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to three-dimensional structures, noncovalent interactions drive this folding process, and the final folded shape of a protein depends on its amino acid sequence. At the start of the activity, students are given pieces of insulated wire from which they each construct and fold their own polypeptide. This activity was evaluated in three ways. A random sample of student-generated polypeptides collected after the activity shows that most students were able to create an appropriate structure. After this activity, students (n = 154) completed an open-ended survey. Their responses showed that more than three-quarters of the students learned one or more of the core concepts being demonstrated. Finally, a follow-up survey was conducted seven weeks after the activity; responses to this survey (n = 63) showed that a similar fraction of students still retained these key concepts. This activity should be useful in large introductory-level college biology or biochemistry lectures. 相似文献
89.
Rachel Gurvitch Russell L. Carson Angela Beale 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):246-262
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions. 相似文献
90.