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981.
Research shows that Looked After Children (LAC) may experience emotional instability which can reduce their capacity to engage with education. This study evaluates an attachment based therapeutic Theraplay® intervention designed to bridge the gap between the emotional well-being of LAC and their engagement in education. Twenty LAC between the ages of five to 11 from nine schools participated in the project over eight months. The mixed method study used a repeated measures design. Strengths and difficulties questionnaires were used pre- and post-intervention; semi-structured interviews with teaching staff were conducted and children’s views were gathered. Quantitative results show a reduction in the children’s total strengths and difficulties stress scores post-intervention. Qualitative feedback shows noticeable changes in the children’s relationship skills, confidence and engagement with education. The complexities of supporting LAC in education and implications for educational psychology practice are explored.  相似文献   
982.
This exploratory study focused on the factors that constitute second language (L2) learners’ resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire survey. By analysing the quantitative data, five resilience factors were extracted: perceived happiness, empathy, sociability, persistence, and self-regulation. Confirmative factor analysis using AMOS proved that these five factors are distinctive constructs. Among the factors, persistence was identified to play the most influential role in L2 learning. Persistence showed the highest correlations with, and the strongest explanatory power for, motivated behaviour and English proficiency. It is suggested that resilience can be further explored as an individual differences factor in L2 learning, which is involved in L2 learning process and outcomes.  相似文献   
983.
The hierarchical rater model (HRM) re‐cognizes the hierarchical structure of data that arises when raters score constructed response items. In this approach, raters’ scores are not viewed as being direct indicators of examinee proficiency but rather as indicators of essay quality; the (latent categorical) quality of an examinee's essay in turn serves as an indicator of the examinee's proficiency, thus yielding a hierarchical structure. Here it is shown that a latent class model motivated by signal detection theory (SDT) is a natural candidate for the first level of the HRM, the rater model. The latent class SDT model provides measures of rater precision and various rater effects, above and beyond simply severity or leniency. The HRM‐SDT model is applied to data from a large‐scale assessment and is shown to provide a useful summary of various aspects of the raters’ performance.  相似文献   
984.
Over the last 20 years education policies in Cambodia have been driven by the global Education for All (EFA) campaign and have resulted in a rapid increase in the rates of primary education enrolment. However, the increasing number of children enrolling in schools has not always translated into high rates of primary education completion. Against this background the authors argue that while teachers play a significant role in keeping children in school and helping them to progress further in the education system, that role has been somewhat sidelined in the main debates about achieving EFA. They suggest that, while genuine problems exist with the qualifications and motivation of many Cambodian teachers, positive results could come from emphasizing their roles in achieving the wider goals of the education system and society, and thus promoting their active participation in furthering EFA.  相似文献   
985.
After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment.  相似文献   
986.
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school‐wide culture of continuing professional learning.  相似文献   
987.
Using multilevel models, this study examined whether and why the strength of association between student–faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students’ cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student–faculty interaction.  相似文献   
988.
International doctorates: trends analysis on their decision to stay in US   总被引:1,自引:0,他引:1  
Despite the significant implications of the foreign doctorates’ stay or return decision on a personal level, as well as for the home and host countries, there is very little research that provides a comprehensive understanding of the factors that predict international doctorates’ decision to stay in the US and how those factors differ by country of origin or field of study. In addition, the patterns of stay (versus return) and the factors influencing those decisions may have changed over time, partly due to the changes in the immigration policies of the US and in economic development or national policy of home countries. Therefore, this study examines the patterns of international doctorates’ stay versus return decision from a historical perspective across the period of the 1980, 1990, and 2000s. Using data from the Survey of Earned Doctorates (SED), collected in the US, this study enables us to move beyond a static understanding of the relative stay rates by country to an examination of how country-specific changes, such as shifts in economic development or national policy (push/pull factors), may relate to shifts in the stay versus return decision with a particular emphasis on the field specific effects.  相似文献   
989.
The need for a Bioinformatics Program became apparent after repeated requests from researchers for bioinformatics resources and the University's announcement of BioMed 21, a 300 million dollars biomedical science initiative to bring "new knowledge of the human genetic blueprint to the patient's bedside and change how illnesses are understood, diagnosed, and successfully treated." A Bioinformatics Specialist with a strong background in the fields of Molecular Biology and Biostatistics was hired. Program development started in 2003. Initially, three core courses were developed: Sequence Similarity Search, Genetic Variation, and Human Genome Resources. Each of these courses was offered twice per semester. Additionally, partnerships were established within the University Medical School Community (e.g., the Genome Sequencing Center) to license and teach Spotfire's DecisionSite for Functional Genomics, a software package used to analyze microarray data. From March to May 2005, seven Spotfire classes were taught. Each Spotfire class consisted of seven hours of classroom work. Also, in-depth consultations were scheduled with faculty and researchers to address their specific needs. These consultations led to requests for other software packages to purchase and manage, including Lasergene and CSD (Cambridge Crystal Structure Database). Efforts to reach outside of the University Community were made through the development of a Bioinformatics Web site.  相似文献   
990.
Organizational awareness has been viewed as a critical factor in facilitating collaboration and knowledge sharing, particularly among dispersed workers. Drawing on the findings of three studies, we disentangle the complex nature of organizational awareness, with a focus on its role in distributed knowledge sharing. First, we developed and validated an organizational awareness scale to investigate organizational awareness as a multidimensional construct that consists of availability awareness, task awareness, and social awareness. Second, employing the scale, we examined the relationships among organizational awareness, the use of enterprise social media (ESM), and knowledge acquisition in a global organization. The results of structural equation modeling demonstrated that ESM use was positively linked to distributed workers’ task awareness, which subsequently enhanced knowledge acquisition. Lastly, interview findings revealed how task awareness was cultivated by ESM use. Synthesizing the findings, we offer detailed accounts of organizational awareness and its relationships with dispersed workers’ knowledge sharing practice.  相似文献   
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