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991.
Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception. 相似文献
993.
Vincent Chua 《International Studies in Sociology of Education》2015,25(1):1-19
This paper utilises ideas of correspondence as a way of thinking about intersections between school and work in Singapore’s developmental state. Whereas the principle of correspondence predicts segregated patterns of association between school and work, this paper shows how a developmentalist form of political economy gives rise to crosscutting, rather than segregated patterns of school-to-work correspondences among the elite. Although the correspondence principle treats education and economy as major elements, it fails to consider what is arguably a far more revolutionary force – namely the state, which ultimately frames and mediates the pathways elite students take from school to work. 相似文献
994.
995.
由于强制性计生政策是我国近年来生育率下降的重要原因,估计了不实行计生政策情况下的生育率调整值(),分别计算了全国31个省(市)、自治区1997年至2012年间的养老社会保障水平值(),同时引入人均国内生产总值()等指标,采用面板回归方法分析了我国养老社会保险制度对生育率的影响。研究表明,养老社会保障水平每提高一个百分点,下降0.2648译,而未经估计处理的生育率下降0.4288译。同时,经济发展水平也对生育率产生一定影响,人均的对数值每提高1个百分点,下降0.5199译,未剔除计生政策影响的生育率下降1.0984译。 相似文献
996.
The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector. 相似文献
997.
新世纪,发展性学业辅导作为一种全新的学生工作理念,受到了教育界广泛关注。为研究当代大学生"学业辅导"影响因素,在分析发展性学业辅导内涵与特点基础上,引入企业管理领域中PEST模型并加以拓展,形成政治、个人、经济、社会和技术五大类影响因素。据此,从理念和实践层面提出构建发展性学业辅导体系的思路和方法。 相似文献
998.
姜婷 《淮南师范学院学报》2015,(2):6-9
通过引入成熟度模型,构建了供应链柔性评价指标体系,采用三角模糊数对指标体系进行了评价。最后通过实例介绍评价体系的使用方法,验证了评价体系的可行性,为实施供应链柔性评价提供理论依据和实证借鉴。 相似文献
999.
Priya Lalvani 《International Journal of Disability, Development & Education》2015,62(4):379-393
This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of children with disabilities, entrenched in assumptions of pathological functioning and negative outcomes among these families. Implications for professional–family partnerships in the education of students with disabilities are discussed. 相似文献
1000.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献