全文获取类型
收费全文 | 8531篇 |
免费 | 200篇 |
国内免费 | 84篇 |
专业分类
教育 | 5105篇 |
科学研究 | 690篇 |
各国文化 | 8篇 |
体育 | 199篇 |
综合类 | 202篇 |
文化理论 | 1篇 |
信息传播 | 2610篇 |
出版年
2024年 | 4篇 |
2023年 | 69篇 |
2022年 | 150篇 |
2021年 | 226篇 |
2020年 | 269篇 |
2019年 | 314篇 |
2018年 | 246篇 |
2017年 | 332篇 |
2016年 | 275篇 |
2015年 | 295篇 |
2014年 | 540篇 |
2013年 | 1200篇 |
2012年 | 675篇 |
2011年 | 644篇 |
2010年 | 441篇 |
2009年 | 369篇 |
2008年 | 425篇 |
2007年 | 461篇 |
2006年 | 463篇 |
2005年 | 379篇 |
2004年 | 311篇 |
2003年 | 267篇 |
2002年 | 183篇 |
2001年 | 139篇 |
2000年 | 60篇 |
1999年 | 19篇 |
1998年 | 3篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 7篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1957年 | 3篇 |
排序方式: 共有8815条查询结果,搜索用时 31 毫秒
71.
Margaret E. Ross Samuel B. Green Jill D. Salisbury-Glennon Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment 相似文献
72.
The relationship among achievement goals,standardized test scores,and elementary students’ focus in school 下载免费PDF全文
The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions. 相似文献
73.
学术史研究在世纪之交繁盛一时,至今不衰,是中国当代学术研究更为深广的阐释诉求所致。学术史研究是从历史的角度看待学术,体现的是叙事者的话语建构。学术史研究应避免唯尊学术而排斥社会、政治因素的偏向。学科发展史的研究应成为当代学术史书写的一个范式。学术史研究对于一门学科的厘定有着非常重要的意义。实证与史识、全面与客观,是学术史书写的基本原则。研究主体的学养是一种生命境界,与学术史书写状态息息相关。 相似文献
74.
运用“中小学生心理健康量表(MHT)”对大连市普通中学的260名学业优秀与学业不良学生进行了测验和比较。结果表明:(1)总体比较,学业不良学生的心理健康水平明显低于学业优秀学生;(2)学业优秀和学业不良男女生之间总体上和各年级之间不存在显性差异。学业不良学生心理健康状况令人担忧,应给予足够的重视。 相似文献
75.
美国高校的学术反思与学术评价 总被引:29,自引:0,他引:29
20世纪 80年代末以来 ,美国高教界对美国高校中存在的学术评价日益窄化和教师奖励制度越来越片面的倾向进行了深刻反思。尤其是博耶在 90年代初发表的两篇文献 ,提出了包括发现的学术、综合的学术、应用的学术和教学的学术四种形式在内的新学术观 ,并构建了包括学者的品质、学术工作的标准、学术证明和过程的可靠性四条原则的新的学术评价体系。博耶的新学术观拓展了学术概念的内涵 ,涵盖了现代大学日益丰富的使命。他提出的学术评价四原则 ,对于纠正当前我国高校学术评价中普遍存在的简单化、公式化、数字化倾向具有重要的现实意义 相似文献
76.
西方大学评价的权力模式 总被引:4,自引:0,他引:4
刘凡丰 《清华大学教育研究》2002,23(3):71-74
本文把西方各国大学评价过程中表现出来的权力分配模式(大学自治与责任的相互作用模式)分为:英国,荷兰,美国三种模式,荷兰模式备受国际高等教育界推崇,这种模式在外部责任要求与大学自治之间达到了较为理想的平衡,这有可能使大学发展起组织学习文化。 相似文献
77.
This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers’ evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances. 相似文献
78.
采用Zung焦虑自评量表(SAS)和抑郁自评量表(SDS)对500名大学一年级新生进行测量,收回有效问卷483份(占96.6%),其中男生268名,女生215名。同时取得其期末考试成绩,使用SPSS10.0软件包对数据进行分析。结果说明大学新生的焦虑和抑郁得分与学业成绩之间呈显著负相关。 相似文献
79.
浅议高校学报对我国科学研究事业的作用 总被引:1,自引:1,他引:1
牛怀岗 《渭南师范学院学报》2008,23(6):76-78
高校学报作为反映高等院校教学科研的窗口,积极地引领着学术潮流,有力地推动了学科建设,成功地培育了科研创新团队,为社会培养了大批科学研究人才,促进了社会的进步和繁荣。 相似文献
80.
Faculty are the main asset of a university and determine its success. The attitudes of faculty toward their institution play an especially important role in the academic profession. This study examines the specific antecedents of affective, normative and continuance commitment of faculty to their university. This study is an online survey of 317 faculty of Russian higher education institutions. The results of the regression analysis showed that being an undergraduate inbred (i.e. working at the university from which one graduated) predicted affective and normative commitment toward the university, while having a post at another higher education institution predicted only affective commitment. Faculty who work at several universities have lower levels of emotional attachment to the primary university. 相似文献