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991.
Many mathematicians and curriculum bodies have argued in favour of the theory of formal discipline: that studying advanced
mathematics develops one’s ability to reason logically. In this paper we explore this view by directly comparing the inferences
drawn from abstract conditional statements by advanced mathematics students and well-educated arts students. The mathematics
students in the study were found to endorse fewer invalid conditional inferences than the arts students, but they did not
endorse significantly more valid inferences. We establish that both groups tended to endorse more inferences which led to
negated conclusions than inferences which led to affirmative conclusions (a phenomenon known as the negative conclusion effect).
In contrast, however, we demonstrate that, unlike the arts students, the mathematics students did not exhibit the affirmative
premise effect: the tendency to endorse more inferences with affirmative premises than with negated premises. We speculate
that this latter result may be due to an increased ability for successful mathematics students to be able to ‘see through’
opaque representations. Overall, our data are consistent with a version of the formal discipline view. However, there are
important caveats; in particular, we demonstrate that there is no simplistic relationship between the study of advanced mathematics
and conditional inference behaviour.
相似文献
Matthew InglisEmail: |
992.
基于Petri网模型建立了一类串行加工系统的s-组合Petri网模型。通过引入潜在死锁圈概念对s-组合Petri网结构性质进行分析,给出了系统死锁存在的充分必要条件。 相似文献
993.
熊燕军 《韩山师范学院学报》2005,26(2):44-51
租佃制是唐宋之际诸多变革中之最著者,是认识宋代社会的一把钥匙。该文对近20年来大陆宋代租佃制研究情况作一简要回顾,希望能促进对这一问题的探讨。 相似文献
994.
Ella Maria Cosmovici Idsoe 《Emotional and Behavioural Difficulties》2016,21(2):155-166
We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to perceived inclusion; however, both perceived exclusion and self-reported bullying exposure gave effects on negative affect. Our research points to the need of creating a learning environment that promotes inclusion and caring and supportive interpersonal relationships. This will probably increase student functioning. 相似文献
995.
研究了可控随机非完整Hamilton系统的矩稳定性的条件,通过恰当地选择控制参量u,从而使系统满足稳定性条件,首先,给出可控随机非完整Hamilton系统的运动方程和平衡方程,然后,讨论了可控随机非完整Hamilton系统的均值稳定性的条件。 相似文献
996.
Vinícius Medina Kern Luciana Martins Saraiva Roberto Carlos dos Santos Pacheco 《Education and Information Technologies》2003,8(1):37-46
This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured. 相似文献
997.
In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment. 相似文献
998.
Christine Brigid Malsbary Samantha Espinoza Lisa Bales 《Pedagogies: An International Journal》2016,11(3):249-269
In usual understandings of learning, youths’ development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths’ simultaneous occupation of novice and expert roles. We refer to this simultaneous occupation as “mutual reliance”. We make this assertion within the context of a multilingual, transnational classroom, where the presence of heightened diversity led teachers to put in place a structure (“autonomous learning groups”) that supported youth to rely on one another to learn. In a video-based case study that tracks one group of students over 33 hours and engages micro-ethnographic analysis of a student named Liana, we found that autonomous learning groups created a democratization of the learning space – everyone contributed from his or her knowledge base because no single person, including the teachers, could ever be an expert. 相似文献
999.
Annet De Vroey Elke Struyf Katja Petry 《International Journal of Inclusive Education》2016,20(2):109-135
For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000–2012), current interests represent inclusive culture, policy and practices, although the balance between each of these dimensions is unequal. A large number of studies report on attitudes towards inclusion, followed by inclusive practice. A lower number of studies deal with policy issues. Staff attitudes towards inclusion, access to the general curriculum, peer support, self-determination strategies and collaborative practices in specific subject areas were identified as major topics of investigation. Considerable attention has also been paid to peer attitudes, self-advocacy and student grouping. While the adolescent perspective is emphasised, little room is left for parental involvement. Also, the central role of administrators and professional development of staff has been underexposed in current research on secondary inclusion. 相似文献
1000.
D. H. B. Bisseleua L. Idrissou P. Olurotimi A. Ogunniyi D. Mignouna S. A. Bamire 《The Journal of Agricultural Education and Extension》2018,24(1):29-49
Purpose: In this paper, we explore the strategic role of Multi-stakeholder processes (MSP) in agricultural innovations and how it has impacted livelihood assets’ (LAs) capital dynamics of stakeholders in platforms in West Africa.Design/Methodology/Approach: We demonstrate how LA capitals and socio-economic dynamics induced by MSP can enhance cassava production efficiency but also create opportunities and challenges that influence platform dynamics and impacts. We use a multistage sampling procedure and sustainable livelihood model (e.g. stochastic frontier functions and Tobit regression) to analyse LA capital dynamics of the stakeholders.Findings: We showed that the LA of the MSP participants (0.72) was found to be significantly higher (χ2?=?3.732, p?.10) than that of the non-participants (0.45). The results further revealed a remarkable increase from 0 to 0.77 and from 0.33 to 0.82 for human capital and social capital, respectively, as stakeholders participate in MSPs’ activities.Practical implications: We recommend the institutionalization of MSP in the Agricultural Research for Development (AR4D) with more extension follow-up services so as to adequately and appropriately unleash the potentials in social capital networks that enable the development, effective dissemination and adoption of agricultural innovations.Theoretical implications: This study suggests that soft-transfer of technologies seems to dominate at MSP inception. But at maturity, the results of the struggle between researchers and farmers would lead to co-reaction and community-based research. Consequently, the knowledge and power dynamics that take place within the MSP should be considered the centre of co-construction and platform dynamics.Originality/Values: The study provided a practical experience on how MSP can be institutionalized in the AR4D programmes to support agricultural innovation systems and foster pro-poor growth and livelihoods. 相似文献