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991.
A. Marwick 《Learning, Media and Technology》1985,11(2):107-113
Conventionally, television history programmes are made by first settling on a story line, then looking around for visual material to illustrate it, without any attempt to analyse what is being seen on the screen. Visual evidence is in itself of great value in historical study; television programmes should concentrate on those areas where there is a richness of visual source material and should be built up, outwards as it were, from that source material. This is the principle underlying the series of eight Open University programmes entitled Britain and America: some visual evidence, which is an integral part of the new history course Comparative Themes in British and American History. Some of the programmes concentrate strongly on the problems and techniques involved in the critical analysis of different types of visual source; others concentrate almost exclusively on bringing out the value of particular visual sources in making a special contribution to an important historical problem. The programmes invite critical responses from students who require material in the programmes to deal with assignments set elsewhere in the course, and direct analysis is provided by an academic seen clearly in vision. While it would never be possible to deal comprehensively with any historical topic through television alone, nonetheless history could be presented on general television in a more authentic way if the conventions and cliches of traditional television production were jettisoned in favour of a recognition of the potency of visual sources properly and critically handled. 相似文献
992.
993.
SINGH Bhupinder SINGH S.P KAUSHIK S.K. 《浙江大学学报(A卷英文版)》2007,8(2):257-263
INTRODUCTION Finite Element (FE) procedures are at present widely used in engineering modelling and analysis and employed extensively in the analysis of solids and structures and heat transfer and fluids (Bathe, 1996). The essence of FE solution of an engineering problem is that a set of governing algebraic equations is es-tablished which are then solved with the help of a digital computer. The first practical FE procedures were employed in linear analysis of solids and struc-tures (B… 相似文献
994.
School satisfaction is the reflection of students’ comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross‐sectional research design. A 61‐item survey questionnaire was utilized to collect data. The students’ mean score on the school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale equated to a slightly positive attitude towards school. Three demographic factors including students’ academic achievement, gender, and grade level; and two school climate factors of perceived teacher–student relationship, and perceived academic support, emerged from the multiple regression analysis. The study findings are discussed from the perspective of self‐determination theory with implications for practice and avenues for future research offered. 相似文献
995.
996.
Janeé R. Avent Harris Derek L. Roberston Brenda Jones Ashley M. Prado 《Counselor Education & Supervision》2017,56(2):145-158
In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance. 相似文献
997.
Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex
cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve
the HTA process. Three instructional designers from three different post-secondary institutions in the U.S. were selected
for interviews. The interviews focused on three e-learning course development cases (one from each institution), and the participants
were asked to articulate their underlying thoughts and principles for designing e-learning courses. Overall, the HTA process
worked well in the sense that the study could elicit procedural steps and sub-steps involved in e-learning course development
and heuristic knowledge with which the instructional designers performed each step. On the surface, the e-learning course
development processes that the instructional designers used looked more alike than different, entailing major steps such as
meeting with faculty, developing content, monitoring courses in progress, and debriefing the instructor and students. The
underlying principles and knowledge that guided each instructional designer through the processes, however, were unique in
that each instructional designer constructed her own heuristics to accommodate the myriad contextual factors that arose in
her work setting. The study also discussed the challenge of identifying the simplest yet most representative e-learning course
development case with multiple experts and suggestions for further improving the HTA process were also presented.
相似文献
Ji-Yeon LeeEmail: |
998.
999.
This article presents the results of an April 2003 electronic survey of ATTW members. Results and interpretations are categorized as follows: a professional profile of respondents; member observations about ATTW and its activities (member participation, appraisal of benefits, and preferred topics for TCQ); and current issues and views of the field's future. 相似文献
1000.
A growing body of literature defines a rhetoric of visible text based on page layout, typography, and the various design features afforded by page composition tools buitt into word processors and page design programs. Little has been written, however, about what a wriier needs to know about design and in what order. This article describes and demonstrates a scope and sequence of learning that encourages writers to develop their skills as text designers. It introduces relevant liierature that is helpful for such learning and it does so in an evolving format that displays visually what the essay discusses verbally. 相似文献