全文获取类型
收费全文 | 11853篇 |
免费 | 7篇 |
专业分类
教育 | 9168篇 |
科学研究 | 1212篇 |
各国文化 | 7篇 |
体育 | 364篇 |
文化理论 | 384篇 |
信息传播 | 725篇 |
出版年
2022年 | 2篇 |
2020年 | 4篇 |
2019年 | 17篇 |
2018年 | 2181篇 |
2017年 | 2101篇 |
2016年 | 1570篇 |
2015年 | 117篇 |
2014年 | 121篇 |
2013年 | 172篇 |
2012年 | 226篇 |
2011年 | 693篇 |
2010年 | 843篇 |
2009年 | 437篇 |
2008年 | 648篇 |
2007年 | 1160篇 |
2006年 | 74篇 |
2005年 | 401篇 |
2004年 | 452篇 |
2003年 | 362篇 |
2002年 | 136篇 |
2001年 | 9篇 |
2000年 | 32篇 |
1999年 | 9篇 |
1998年 | 6篇 |
1997年 | 18篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 8篇 |
1992年 | 3篇 |
1991年 | 8篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1987年 | 2篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1942年 | 1篇 |
1908年 | 1篇 |
1898年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
91.
92.
93.
94.
This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks. 相似文献
95.
96.
Marc Torka 《Minerva》2018,56(1):59-83
Funding is an important mechanism for exercising influence over ever more parts of academic systems. In order to do so, funding agencies attempt to export their functional and normative prerequisites for financing to new fields. One essential requirement for fundees is then to construct research processes in the form of a project beforehand, one that is limited in time, scope and content. This article demonstrates how the public funding of doctoral programs expands this model of project research from experienced academics to the socialization process for the new academic generation. This process of “projectification” underlies funding-driven institutional changes in doctoral training. A multi-level comparative study of German policies, funding mechanisms and organizational frameworks for doctoral training demonstrates the emergence of a specific model of predefined PhD projects. The investigation of doctoral training practices reveals that socio-epistemic preconditions regulate whether research fields adopted or rejected this demanding model. This result contradicts widespread claims about a radical change in doctoral training and suggests focusing on the actual practices of field-specific doctoral research. 相似文献
97.
The literature on Cultural Economics provides us with some examples for the measurement of technical efficiency. However, there are few case studies dedicated to the analysis of allocative efficiency. The aim of this paper is to fill this gap by incorporating a methodology that analyses both technical and allocative efficiency. We use the Shephard’s distance function, particularly suitable when affronted with non-profit-making firms or institutions that are not interested in cost minimization. As an empirical application, we analyse the efficiency of Fundación Princesa de Asturias (PAF), a Spanish non-governmental organization devoted to promoting the cultural, scientific and humanistic values of universal heritage, the period of study being 1988–2012. Our findings suggest that PAF could have used 7% less inputs to achieve the same level of output. On the other hand, we have found allocative inefficiency. Concretely, the input for other expenditures appears to have been over-utilized in relation to both the inputs for labour and current assets, with labour in turn being over-utilized in relation to current assets. Moreover, our results indicate that both technical and allocative efficiency have clearly improved during the period analysed. In summary, our empirical application shows how distance function methodology can be successfully implemented to measure allocative efficiency in cultural firms and institutions. 相似文献
98.
Jin Woo Lee Anastasia Ostrowski Aileen Huang-Saad Colleen M. Seifert 《European Journal of Engineering Education》2019,44(3):360-378
ABSTRACTWith increasing demand for improved medical equipment and healthcare, next-generation biomedical engineers need strong design skills. Equipping biomedical engineering students with tools for idea generation and development can increase student design success. Design Heuristics are an ideation tool developed through empirical studies of product designs. While identified in the mechanical engineering space, Design Heuristics may be applicable in biomedical engineering design. In our study, we implemented a Design Heuristics session during upper-level undergraduate and first-year graduate biomedical engineering design courses. We examined the applicability of Design Heuristics within individual and team concept generation contexts. The findings demonstrated that biomedical engineering students were able to use Design Heuristics to generate multiple concepts, and that initial concepts produced using Design Heuristics were carried over into final team design. The results support the applicability of Design Heuristics to student idea generation in biomedical engineering design. 相似文献
99.
Kathia Serrano Velarde 《Minerva》2018,56(1):85-107
Although existing scholarship offers critical insights into the working mechanisms of project-based research funding, little is known about the actual practice of writing grant proposals. Our study seeks to add a longitudinal dimension to the ongoing debate on the implications of competitive research funding by focusing on the incremental adjustment of the funder/fundee relationship around a common discursive practice that consists in describing and evaluating research projects: How has the perception of what constitutes a legitimate funding claim changed over time and why? By investigating the normative framework enacted in the justification strategies of applicants, we shed light on the historical coevolution of the increasing competition for project funding, the epistemic culture of applicants, and grant writing rhetoric. To do this, we mobilize a comprehensive data set consisting of archival data from Europe’s oldest and largest funding agency, the Deutsche Forschungsgemeinschaft, as well as a corpus of 80 successful grant proposals written between 1975 and 2005. We find that the 1990s mark an important normative consolidation of what we consider to be a legitimate funding claim: Ensuring the success of the project and the project’s results becomes a major concern in applicant rhetoric. This time period coincides with a substantive rise in the level of competition for project funding. Yet, even though justification strategies might seem to address the same issues in grant proposals across the disciplines under investigation, the normative framework to which applicants refer differs according to the applicant’s epistemic culture. 相似文献
100.