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991.
Patrocinio Zaragoza-Sáez Enrique Claver-Cortés Bartolomé Marco-Lajara Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501
Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper. 相似文献
992.
A study is made of the orthogonal polynomials on certain curves in the complex plane. Necessary and sufficient conditions for a set of polynomials to be orthogonal on the curves are obtained in terms of symmetric matrices. The relations of the symmetric matrices to Toeplitz matrices and innerwise matrices are shown. 相似文献
993.
Are preservice teachers prepared to teach struggling readers? 总被引:1,自引:0,他引:1
Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written
language, are estimated to affect 15–20% of the general population. Consequently, elementary school teachers encounter students
who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However,
recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about
basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice
teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice
teachers’ knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study
was to examine elementary school preservice teachers’ knowledge of basic language constructs and their perceptions and knowledge
about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit
skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge
of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual
perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher
preparation are discussed. 相似文献
994.
Adrianna Kezar 《Innovative Higher Education》2011,36(4):235-247
This article examines a common problem in higher education – how to create more widespread use of improved practices, often
commonly referred to as innovations. I argue that policy models of scale-up are often advocated in higher education but that
they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers’
push to use a scale-up model of change. These thoughts are conceptual and are based upon a critical review of literature in
community development and K-12, but I also draw upon empirical data in reviewing examples of widespread use of innovations
in higher education. 相似文献
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Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in
mind (short-term memory), to ignore distraction (inhibition), and to focus attention and stay focused (sustained attention) may have a moderating effect on children’s reactions to the home literacy environment. In a group of 228 junior kindergarten
children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship
between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency
and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests
in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories
and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention
of the ANT). Main findings were: (1) Children’s storybook knowledge mediated the relationship between home literacy environment
and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted
vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of
book exposure. 相似文献
1000.
There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs
about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs
result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and
a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are
perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to
explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic
of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts
to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic
scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining
vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena
and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many
disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for
a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction. 相似文献