全文获取类型
| 收费全文 | 10136篇 |
| 免费 | 92篇 |
| 国内免费 | 9篇 |
专业分类
| 教育 | 6775篇 |
| 科学研究 | 1359篇 |
| 各国文化 | 122篇 |
| 体育 | 707篇 |
| 综合类 | 5篇 |
| 文化理论 | 94篇 |
| 信息传播 | 1175篇 |
出版年
| 2020年 | 103篇 |
| 2019年 | 155篇 |
| 2018年 | 173篇 |
| 2017年 | 211篇 |
| 2016年 | 180篇 |
| 2015年 | 123篇 |
| 2014年 | 194篇 |
| 2013年 | 2041篇 |
| 2012年 | 174篇 |
| 2011年 | 167篇 |
| 2010年 | 140篇 |
| 2009年 | 156篇 |
| 2008年 | 188篇 |
| 2007年 | 179篇 |
| 2006年 | 171篇 |
| 2005年 | 145篇 |
| 2004年 | 130篇 |
| 2003年 | 124篇 |
| 2002年 | 116篇 |
| 2001年 | 127篇 |
| 2000年 | 148篇 |
| 1999年 | 128篇 |
| 1998年 | 86篇 |
| 1997年 | 82篇 |
| 1996年 | 94篇 |
| 1995年 | 79篇 |
| 1994年 | 101篇 |
| 1993年 | 111篇 |
| 1992年 | 144篇 |
| 1991年 | 150篇 |
| 1990年 | 148篇 |
| 1989年 | 154篇 |
| 1988年 | 126篇 |
| 1987年 | 139篇 |
| 1986年 | 147篇 |
| 1985年 | 160篇 |
| 1984年 | 155篇 |
| 1983年 | 154篇 |
| 1982年 | 120篇 |
| 1981年 | 119篇 |
| 1980年 | 94篇 |
| 1979年 | 133篇 |
| 1978年 | 141篇 |
| 1977年 | 98篇 |
| 1976年 | 95篇 |
| 1975年 | 87篇 |
| 1974年 | 76篇 |
| 1973年 | 88篇 |
| 1972年 | 79篇 |
| 1970年 | 73篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
71.
72.
73.
74.
75.
Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed. 相似文献
76.
Daniel W. Noonan 《Journal Of Archival Organization》2016,13(3-4):146-151
77.
Educational leadership can be defined as the ability of a principal to initiate school improvement, to create a learning-oriented educational climate, and to stimulate and supervise teachers in such a way that the latter may execute their tasks as effectively as possible. In 1989, 1993, and 1998, teacher perceptions of educational leadership of principals in Dutch elementary education were evaluated by means of a Rasch-scale. It turned out that the educational leadership of Dutch principals has grown considerably. In both 1989 and 1993 the effect of educational leadership on pupil achievement was investigated. While in 1989 no significant relationship was found, the results of 1993 show a significant relationship between educational leadership and average pupil achievement over 3 successive years corrected for school environment. 相似文献
78.
79.
80.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献