全文获取类型
收费全文 | 4571篇 |
免费 | 433篇 |
国内免费 | 1篇 |
专业分类
教育 | 4116篇 |
科学研究 | 166篇 |
各国文化 | 126篇 |
体育 | 104篇 |
综合类 | 4篇 |
文化理论 | 18篇 |
信息传播 | 471篇 |
出版年
2023年 | 16篇 |
2022年 | 15篇 |
2021年 | 74篇 |
2020年 | 104篇 |
2019年 | 188篇 |
2018年 | 216篇 |
2017年 | 265篇 |
2016年 | 198篇 |
2015年 | 236篇 |
2014年 | 269篇 |
2013年 | 1288篇 |
2012年 | 201篇 |
2011年 | 235篇 |
2010年 | 217篇 |
2009年 | 193篇 |
2008年 | 191篇 |
2007年 | 137篇 |
2006年 | 134篇 |
2005年 | 96篇 |
2004年 | 99篇 |
2003年 | 59篇 |
2002年 | 53篇 |
2001年 | 45篇 |
2000年 | 47篇 |
1999年 | 49篇 |
1998年 | 29篇 |
1997年 | 23篇 |
1996年 | 33篇 |
1995年 | 37篇 |
1994年 | 22篇 |
1993年 | 20篇 |
1992年 | 24篇 |
1991年 | 22篇 |
1990年 | 32篇 |
1989年 | 14篇 |
1988年 | 15篇 |
1987年 | 17篇 |
1986年 | 11篇 |
1985年 | 17篇 |
1984年 | 11篇 |
1983年 | 11篇 |
1982年 | 10篇 |
1981年 | 3篇 |
1980年 | 6篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1969年 | 2篇 |
排序方式: 共有5005条查询结果,搜索用时 15 毫秒
51.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
52.
A. Pessate‐Schubert 《Compare》2004,34(3):329-340
This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel. 相似文献
53.
54.
Kim Namhee Baek Pyounggu 《International Journal for Educational and Vocational Guidance》2020,20(3):613-634
We investigated South Korean workers’ reflections on career chance events in terms of types of chance occurrences and factors that influence how these are reacted to. A critical incident technique was used to collect data from 85 participants using an open-ended questionnaire. Various types of events that happened unexpectedly were identified through a two-dimensional framework: whether an event was relationship based or experienced based, and whether it occurred in personal areas or work areas. Influencing factors that affected the participants’ reactions were also categorized using a two-dimensional framework: internal or external, and facilitating or discouraging dimensions.
相似文献55.
Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level 相似文献
56.
Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
57.
Jinhee Kim 《Early Childhood Education Journal》2011,39(2):133-141
This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering
Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American
children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed
and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and
emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s
challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s
behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their
immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This
study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with
systematic social and emotional support, can help these children attain psychological well-being. 相似文献
58.
Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten.
In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions
center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where
kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As
in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten
classroom. 相似文献
59.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
60.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献