全文获取类型
| 收费全文 | 4873篇 |
| 免费 | 59篇 |
| 国内免费 | 11篇 |
专业分类
| 教育 | 3528篇 |
| 科学研究 | 409篇 |
| 各国文化 | 102篇 |
| 体育 | 397篇 |
| 综合类 | 1篇 |
| 文化理论 | 49篇 |
| 信息传播 | 457篇 |
出版年
| 2021年 | 39篇 |
| 2020年 | 60篇 |
| 2019年 | 111篇 |
| 2018年 | 130篇 |
| 2017年 | 136篇 |
| 2016年 | 160篇 |
| 2015年 | 99篇 |
| 2014年 | 113篇 |
| 2013年 | 1241篇 |
| 2012年 | 92篇 |
| 2011年 | 112篇 |
| 2010年 | 102篇 |
| 2009年 | 105篇 |
| 2008年 | 124篇 |
| 2007年 | 98篇 |
| 2006年 | 84篇 |
| 2005年 | 103篇 |
| 2004年 | 97篇 |
| 2003年 | 82篇 |
| 2002年 | 101篇 |
| 2001年 | 72篇 |
| 2000年 | 73篇 |
| 1999年 | 77篇 |
| 1998年 | 45篇 |
| 1997年 | 59篇 |
| 1996年 | 53篇 |
| 1995年 | 56篇 |
| 1994年 | 55篇 |
| 1993年 | 48篇 |
| 1992年 | 56篇 |
| 1991年 | 75篇 |
| 1990年 | 60篇 |
| 1989年 | 51篇 |
| 1988年 | 34篇 |
| 1987年 | 53篇 |
| 1986年 | 36篇 |
| 1985年 | 54篇 |
| 1984年 | 50篇 |
| 1983年 | 47篇 |
| 1982年 | 37篇 |
| 1981年 | 37篇 |
| 1980年 | 26篇 |
| 1979年 | 40篇 |
| 1978年 | 47篇 |
| 1977年 | 40篇 |
| 1976年 | 29篇 |
| 1975年 | 34篇 |
| 1974年 | 23篇 |
| 1973年 | 21篇 |
| 1971年 | 25篇 |
排序方式： 共有4943条查询结果，搜索用时 271 毫秒
111.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
112.
113.
114.
Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty. 相似文献
115.
Valerie Dean O’Loughlin Polly R. Husmann James J. Brokaw 《Anatomical sciences education》2019,12(2):181-190
Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal. 相似文献
116.
Audra F. Schaefer Adam B. Wilson J. Bradley Barger Homaira M. Azim James J. Brokaw William S. Brooks 《Anatomical sciences education》2019,12(3):225-235
Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists. 相似文献
117.
美国优质网络课程的案例介绍 总被引：1，自引：0，他引：1
近十年来,我国高校网络课程建设成果显著,但其中暴露出的理论与实践相脱离的现象也比较严重。通过介绍美国德克萨斯A&M大学Dooley教授开设的网络课程《远程教育的高级方法》,尝试剖析其作为优质网络课程在管理平台、教学设计、交互安排、评价方法以及支持服务等方面所具有的特征,以期与国内远程教育的研究者和实践者分享经验。 相似文献
118.
119.
120.