全文获取类型
收费全文 | 1794篇 |
免费 | 38篇 |
国内免费 | 4篇 |
专业分类
教育 | 1376篇 |
科学研究 | 62篇 |
各国文化 | 40篇 |
体育 | 139篇 |
综合类 | 2篇 |
文化理论 | 11篇 |
信息传播 | 206篇 |
出版年
2023年 | 8篇 |
2022年 | 12篇 |
2021年 | 21篇 |
2020年 | 37篇 |
2019年 | 44篇 |
2018年 | 62篇 |
2017年 | 71篇 |
2016年 | 62篇 |
2015年 | 45篇 |
2014年 | 51篇 |
2013年 | 411篇 |
2012年 | 53篇 |
2011年 | 59篇 |
2010年 | 60篇 |
2009年 | 47篇 |
2008年 | 52篇 |
2007年 | 38篇 |
2006年 | 40篇 |
2005年 | 48篇 |
2004年 | 35篇 |
2003年 | 38篇 |
2002年 | 58篇 |
2001年 | 31篇 |
2000年 | 24篇 |
1999年 | 24篇 |
1998年 | 21篇 |
1997年 | 24篇 |
1996年 | 15篇 |
1995年 | 23篇 |
1994年 | 19篇 |
1993年 | 20篇 |
1992年 | 14篇 |
1991年 | 23篇 |
1990年 | 22篇 |
1989年 | 12篇 |
1988年 | 17篇 |
1987年 | 15篇 |
1986年 | 10篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 15篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1980年 | 19篇 |
1979年 | 11篇 |
1978年 | 13篇 |
1977年 | 14篇 |
1976年 | 15篇 |
1975年 | 6篇 |
1967年 | 5篇 |
排序方式: 共有1836条查询结果,搜索用时 468 毫秒
91.
Rowland Monday Ojo Kayode Anthony Jide Afolayan 《Journal of Zhejiang University. Science. B》2015,16(8):680-689
Renewed interest in natural materials as food flavors and preservatives has led to the search for suitable essential oils. Moringa oleifera seed essential oil was extracted by solvent-free microwave and hydrodistillation. This study assessed its chemical constituents. Cytotoxicity of the oils was investigated using hatchability and lethality tests on brine shrimps. A total of 16 and 26 compounds were isolated from the hydrodistillation extraction (HDE) and solvent-free microwave extraction (SME) oils, respectively, which accounted for 97.515% and 97.816% of total identifiable constituents, respectively. At 24 h when the most eggs had hatched, values of the SME (56.7%) and HDE (60.0%) oils were significantly different (P<0.05) from those of sea water (63.3%) and chloramphenicol (15.0%). Larva lethality was different significantly (P<0.05) between HDE and SME oils at different concentrations and incubation periods. The median lethal concentration (LC50) of the oils was >1000 mg/ml recommended as an index for non-toxicity, which gives the oil advantage over some antioxidant, antimicrobial, therapeutic, and preservative chemicals. 相似文献
92.
Identity: a complex structure for researching students’ academic behavior in science and mathematics
This article is a response to Pike and Dunne’s research. The focus of their analysis is on reflections of studying science
post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields,
in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors
conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and
the methodology they use to collect and analyze data. In addition, we examine the perspective they provide in light of new
developments in the field of students’ attitudes towards science and mathematics. More precisely, we draw attention to and
explicate the authors’ use of identity from the perspective of emerging theories that explore the relationships between the
learner and culture in the context of science and mathematics. 相似文献
93.
The study investigated how well report card grades communicate to students and parents that state educational standards are
being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report
card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received
about student performance from report cards and external assessments were similar (r
s
= .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major
source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort
and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district
types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for
grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement
that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students
who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external
assessment, compared to 30–50% of students who failed to meet the report card standard at least once. 相似文献
94.
The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls. 相似文献
95.
As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon written reflections, focus-group interviews and observations of seminar sessions. Data analysis was inductive, involving categorical aggregation followed by a search for correspondence and patterns. The results indicated that the pre-service teachers misunderstood action research, and also held a negative attitude toward it, both of which led them to superficial analyses of practice. They struggled with time limitations, data gathering and interpretation strategies. In spite of the struggles they experienced, these pre-service science teachers did learn more about the action research through collaboratively working with cooperating teachers and university supervisors and on-campus seminar discussions held concurrently with the fifth year internship. Recognizing and understanding the reasons and thinking patterns at the root of these teachers' difficulties with learning about action research can form the basis for reflecting on and rethinking the components of science teacher preparation programmes in Thailand. 相似文献
96.
In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers. 相似文献
97.
98.
99.
100.
Anthony Dillon Rhonda G. Craven Jiesi Guo Alexander S. Yeung Janet Mooney Alicia Franklin Rob Brockman 《British Educational Research Journal》2022,48(4):751-770
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing. 相似文献