全文获取类型
收费全文 | 24902篇 |
免费 | 663篇 |
国内免费 | 287篇 |
专业分类
教育 | 15945篇 |
科学研究 | 4152篇 |
各国文化 | 30篇 |
体育 | 1891篇 |
综合类 | 1262篇 |
文化理论 | 10篇 |
信息传播 | 2562篇 |
出版年
2024年 | 15篇 |
2023年 | 98篇 |
2022年 | 294篇 |
2021年 | 548篇 |
2020年 | 812篇 |
2019年 | 663篇 |
2018年 | 524篇 |
2017年 | 604篇 |
2016年 | 655篇 |
2015年 | 762篇 |
2014年 | 1650篇 |
2013年 | 2441篇 |
2012年 | 2120篇 |
2011年 | 2113篇 |
2010年 | 1460篇 |
2009年 | 1268篇 |
2008年 | 1446篇 |
2007年 | 1734篇 |
2006年 | 1554篇 |
2005年 | 1321篇 |
2004年 | 1046篇 |
2003年 | 930篇 |
2002年 | 675篇 |
2001年 | 479篇 |
2000年 | 243篇 |
1999年 | 108篇 |
1998年 | 80篇 |
1997年 | 52篇 |
1996年 | 33篇 |
1995年 | 26篇 |
1994年 | 27篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 10篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 6篇 |
1957年 | 7篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
71.
Carmen M. Martínez-Roldán Sandra Quiñones 《Journal of Language, Identity & Education》2016,15(3):151-164
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain a deeper understanding of experiences involving the learning and use of English that influence our academic careers. We theorize our experiences as resisting erasure and contribute to Latina epistemology scholarship and critical educational research about Puerto Ricans in the United States. Moreover, we forward the concept of funds of knowledge as a professional practice. Telling our stories and developing mentoring networks is necessary for our individual and collective functioning and well-being as scholars; it cultivates solidarity as a means of thriving in the academy. 相似文献
72.
73.
梁伟华 《南宁师范高等专科学校学报》2003,20(1):55-58
自从开展普通话水平测试工作以来,各级各类学校纷纷就如何开展普通话教学与培训才能尽快提高学生的普通话水平,提高测试过关率的问题进行探讨,我校地处老、少、边、山、穷的壮族地区,是典型的壮族地区师专类学校,学生受方言母语及基础教育比较落后等客观因素的影响,普通话水平普遍偏低,根据本校实际,本文指出从前期摸底研究、思想动员、分类教学、重点强化训练、教材建设等五个方面做好工作,可以大面积提高学生的普通话水平,提高测试过关率。 相似文献
74.
翻译中的语篇分析 总被引:2,自引:0,他引:2
朱建 《新疆职业大学学报》2004,12(1):58-61
翻译学必须吸收相关学科的研究成果及其理论以发展本学科的研究方法。语篇分析,有可能为翻译研究提供理论依据和研究模式。本文概述了翻译学与语篇分析,讨论了该模式的研究范围、重点及其方法。 相似文献
75.
Elisabeth M. Spratto Brian C. Leventhal Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39
In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported. 相似文献
76.
77.
78.
Emily Yarrow 《British Educational Research Journal》2021,47(3):579-598
This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’. 相似文献
79.
Katharine Burn Robin Conway Anne Edwards Eluned Harries 《British Educational Research Journal》2021,47(3):616-633
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda. 相似文献
80.
Research-practice partnerships (RPPs) are intended to engage researchers and practitioners as equal partners to address urgent problems of practice. While this goal is clear, more remains to be learned about RPP efforts “on the ground.” This paper is written from our vantage point as qualitative researchers on a project that involved a multi-year partnership between university researchers and four urban schools under pressure to improve student achievement. We examine the contextual factors shaping RPP work in these schools, as well as the role of qualitative research in supporting the partnership. Findings indicate that strong accountability pressures mediated how teachers viewed improvement efforts, causing them to be initially wary of data-focused RPP activities. Navigating multiple concurrent reform efforts as well as persistent teacher turnover also impacted the RPP. Importantly, qualitative research methods helped to strengthen RPP work over time and served as a main vehicle by which teachers engaged as active participants in the partnership. Implications from this study are presented to inform future development of meaningful and reciprocal partnerships. 相似文献