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91.
明代元剧批评比元代获得更大进步,实为元剧研究的一座重要里程碑。它既表露着观念分立的崭新征象,又呈现出理论延展的珍贵态势。全面观照、深入解析明代元剧批评的观念分立与理论延展,对准确认识和恰当评价元代戏剧的艺术本质和历史地位都具有难以替代的引导作用。 相似文献
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殷水贵 《江西教育学院学报》2004,25(1):68-71
名词性复合词的意义建构是一个看似简单,实际上非常复杂的过程。传统语法把这一意义建构成过程简单化,认为名词性复合词的意义等于各组成部分名词的意义总和。转换生成语言学家、意义特征理论学家也都提出了各自的理论解释,但都有很大的缺陷。概念合成语言学理论对名词性复合词的意义建构做出了比较完整的理论解释,但也有待于进一步的改进。 相似文献
94.
为了帮助设计者创建开放、灵活的分布式E-Learning环境,该文提出了一个E-Learning框架模型,从八个维度列出了E-Learning设计中需要考虑的关键问题:机构,教学,技术,界面设计,评价,管理,资源支持,伦理。 相似文献
95.
万奇 《内蒙古师范大学学报(哲学社会科学版)》2001,(3)
198 0— 2 0 0 0年是现代写作学的蓬勃发展时期。其发展可划分为两个阶段 :一是以建构理论体系为中心的自觉—兴盛时期 ,其标志是 :进入了自为的新阶段 ;有了“自家”的学术刊物和写作学理论的自觉。二是以整合理论为表征的综合—梳理时期。在此时期 ,大陆写作界加强与台、港、澳的联系、交流 ;中青年成为学科建设的生力军 ;写作学界提出了跨世纪的口号 ,明确了写作学的奋斗目标 相似文献
96.
Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics. 相似文献
97.
This paper introduces a new way of evaluating instructional strategies by using computers. Two basic theories, instructivism and constructivism, are discussed and critically evaluated in terms of their effectiveness in conceptual learning. Despite the current popularity of constructivism, the radical form of it is criticized in this paper. The advantages and limitations of these two approaches, especially the radical forms of constructivism, are outlined. After borrowing some ideas from other effective conceptual change models, an integrative model for conceptual learning (the Inventive Model) is introduced. Two versions of multimedia physics software are developed by the authors. The first version is based on the Inventive Model and the second version based on a radical constructivist model. The effectiveness of the Inventive Model was compared with the radical constructivist approach and conventional science instruction. Students' log files were analyzed to investigate the nature and the processes of the conceptual change. A conceptual test and a knowledge test were used to compare the groups. The quantitative results showed the superiority of the Inventive Model over the other models in conceptual learning and the superiority of conventional instruction in learning the basic knowledge. The qualitative analysis showed that only the Inventive Model lead to coherent conceptual learning. It was concluded that the process of conceptual change is gradual and continuous. Analysis of students' log files revealed no moments of dramatic change in students' conceptions. 相似文献
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大学生深度学习是指在大学教师引领下,大学生围绕具有挑战性的学习主题,全身心积极参与、体验成功、获得发展的有意义学习过程。它具有重视高阶思维的发展、关注学习的批判理解、强调学习的整体联通、注重学习的迁移运用等特征。大学生学习内禀复杂性的客观需要、“互联网+”时代的必然选择、大学课程教学改革的现实吁求是大学生深度学习的出场语境。可以通过确立“成事成人”的学习目标、选择“任务驱动”的学习内容、创设生动逼真的学习情境、采用“具身协同”的学习方式、施行“以生为本”的学习评价等路径来推进大学生深度学习。 相似文献
100.
Jérôme Leriche Jean-François Desbiens Chantal Amade-Escot Richard Tinning 《Quest (Human Kinetics)》2016,68(4):497-520
ABSTRACTA large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented. 相似文献