全文获取类型
收费全文 | 11697篇 |
免费 | 144篇 |
国内免费 | 17篇 |
专业分类
教育 | 7811篇 |
科学研究 | 1268篇 |
各国文化 | 338篇 |
体育 | 1166篇 |
综合类 | 6篇 |
文化理论 | 100篇 |
信息传播 | 1169篇 |
出版年
2022年 | 98篇 |
2021年 | 143篇 |
2020年 | 194篇 |
2019年 | 290篇 |
2018年 | 379篇 |
2017年 | 376篇 |
2016年 | 358篇 |
2015年 | 224篇 |
2014年 | 275篇 |
2013年 | 1963篇 |
2012年 | 296篇 |
2011年 | 279篇 |
2010年 | 269篇 |
2009年 | 245篇 |
2008年 | 307篇 |
2007年 | 276篇 |
2006年 | 263篇 |
2005年 | 248篇 |
2004年 | 237篇 |
2003年 | 169篇 |
2002年 | 159篇 |
2001年 | 195篇 |
2000年 | 207篇 |
1999年 | 182篇 |
1998年 | 111篇 |
1997年 | 103篇 |
1996年 | 86篇 |
1994年 | 83篇 |
1993年 | 94篇 |
1992年 | 151篇 |
1991年 | 160篇 |
1990年 | 162篇 |
1989年 | 167篇 |
1988年 | 128篇 |
1987年 | 125篇 |
1986年 | 125篇 |
1985年 | 167篇 |
1984年 | 138篇 |
1983年 | 126篇 |
1982年 | 104篇 |
1981年 | 88篇 |
1980年 | 97篇 |
1979年 | 152篇 |
1978年 | 93篇 |
1977年 | 95篇 |
1976年 | 80篇 |
1975年 | 87篇 |
1974年 | 97篇 |
1973年 | 83篇 |
1971年 | 77篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
91.
92.
Christina Hamme Peterson Sean B. Hall Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):80-94
Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools. 相似文献
93.
Klaus Hüfner 《European Journal of Education》2011,46(1):117-126
In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)1 and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’. 相似文献
94.
95.
96.
97.
Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023
This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice. 相似文献
98.
99.
100.
P.B. Tymms C.T. Fitz‐Gibbon J.J.C. McCabe R.D. Hazelwood 《School Effectiveness & School Improvement》2013,24(4):281-298
ABSTRACT This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately. The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper. The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed. 相似文献