全文获取类型
收费全文 | 677篇 |
免费 | 18篇 |
国内免费 | 2篇 |
专业分类
教育 | 442篇 |
科学研究 | 161篇 |
各国文化 | 7篇 |
体育 | 32篇 |
综合类 | 4篇 |
文化理论 | 5篇 |
信息传播 | 46篇 |
出版年
2023年 | 9篇 |
2022年 | 15篇 |
2021年 | 30篇 |
2020年 | 14篇 |
2019年 | 39篇 |
2018年 | 48篇 |
2017年 | 49篇 |
2016年 | 41篇 |
2015年 | 30篇 |
2014年 | 37篇 |
2013年 | 83篇 |
2012年 | 46篇 |
2011年 | 27篇 |
2010年 | 34篇 |
2009年 | 29篇 |
2008年 | 30篇 |
2007年 | 19篇 |
2006年 | 15篇 |
2005年 | 14篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 11篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1975年 | 3篇 |
1970年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有697条查询结果,搜索用时 31 毫秒
1.
Surprisingly little is known about the relationship between perceived work success and information behavior. This study shows that holistic (versus organization-centric) information behavioral preferences are related to interaction and exchange oriented perceptions of the success of work. The findings were drawn from a partial least square structural equation modeling (PLS-SEM) based analysis of the survey data (N?=?305) collected from employees of a large multinational corporation. The findings suggest that holistic information behavior is more strongly related to social measures of success, whereas their association with quantitative measures tends to be lower. From the perspective of information behavior research, the findings suggest that holism seems to be a similar factor to, for instance, task complexity or personality, which influences human information behavior and, for instance, perceptions of relevance. From a practical perspective, the study suggests that the promotion of specific facets of measuring success and patterns of information behavior can be used to influence the orientation of working between centrifugality and openness. 相似文献
2.
Internationalization of scientific publishing over time: Analysing publishers and fields differences 下载免费PDF全文
The changes in journal internationality in mainstream science were examined using 1,398 journals and 2,557,229 papers during 1991–2014. The authors’ country of affiliation in journals’ papers and references of multinational and national publishers were analysed. The results showed that journals’ papers and references have become more globalized over time. On average, older journals are more international than the newer ones. Although multinational publishers publish more international journals than the national ones do, journals from national publishers have internationalized faster than those from multinationals. The difference between these two groups of publishers is much greater in authoring compared to referencing. For both groups of publishers, the most changes in journal internationality occurred between the fourth and sixth year of indexing in Web of Science. Journals and papers in Humanities journals have the highest rate of increase of internationality although Natural Sciences and Engineering and Technology have the most international papers. Agricultural Sciences has the least international papers; however, these papers cite a wider range of countries’ papers compared to other fields. Journals in Medical and Health Sciences, Natural Sciences, and Agricultural Sciences have the most international references. 相似文献
3.
4.
5.
6.
7.
Kocer Omer Dincer Ali 《美中教育评论》2011,(3):257-263
When examined carefully, it is seen that there is not an available and detailed cttrriculum designed for the aim of foreign language teaching with integrated cultural items of the target language in the programs of the schools under authority of the Ministry of Education and Turkish higher education institutions. In recent years, the specialists have an agreement on the issue that foreign language instruction should be carried out by the means of target language's history, literature, geography and also its social characteristics. The idiom "it's raining cats and dogs" can be misinterpreted by a Turkish student without the knowledge of this idiom's story in English history as "Cats and dogs are pouring down from the sky". An important French architectural building "Saint Mary Cathedral, Notre Dame de Paris" can be misunderstood as "Our Parisian Woman" by a student who is unfamiliar with French culture. Both examples show that encountered foreign words and phrases can be misunderstood and mostly these words are perceived and interpreted according to learners' own cultural figures. The aims of this study are to show the significance of culture-based foreign language courses and to make a contribution to the literature by regarding the views of researchers beheving that culture and language are inseparable concepts. In this context, Erzincan University French Language Teaching Department students' opinions on the relation between culture and language learning were received with the application of qualitative structured written response method. Then, document analysis of written comments was evaluated. Consequently, the analysis on the participants' written comments showed that a culture integrated foreign language course can make positive contributions to students' learning, language learning process and learning environment. 相似文献
8.
Arzu Saka Lale Cerrah Ali Rıza Akdeniz Alipaşa Ayas 《Journal of Science Education and Technology》2006,15(2):192-202
The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated. 相似文献
9.
A systems-based classroom intervention on environmental education was designed for seventh grade students; the results were evaluated to see its impact on the development of systems thinking skills and standard science achievement and whether the systems approach is a more effective way to teach environmental issues that are dynamic and complex. A quasi-experimental methodology was used to compare performances of the participants in various dimensions, including systems thinking skills, competence in dynamic environmental problem solving and success in science achievement tests. The same pre-, post- and delayed tests were used with both the comparison and experimental groups in the same public middle school in Istanbul. Classroom activities designed for the comparison group (N = 20) followed the directives of the Science and Technology Curriculum, while the experimental group (N = 22) covered the same subject matter through activities benefiting from systems tools and representations such as behaviour over time graphs, causal loop diagrams, stock-flow structures and hands-on dynamic modelling. After a one-month systems-based instruction, the experimental group demonstrated significantly better systems thinking and dynamic environmental problem solving skills. Achievement in dynamic problem solving was found to be relatively stable over time. However, standard science achievement did not improve at all. This paper focuses on the quantitative analysis of the results, the weaknesses of the curriculum and educational implications. 相似文献
10.