全文获取类型
收费全文 | 605篇 |
免费 | 17篇 |
国内免费 | 1篇 |
专业分类
教育 | 531篇 |
科学研究 | 11篇 |
各国文化 | 6篇 |
体育 | 18篇 |
文化理论 | 12篇 |
信息传播 | 45篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 10篇 |
2019年 | 23篇 |
2018年 | 22篇 |
2017年 | 36篇 |
2016年 | 19篇 |
2015年 | 8篇 |
2014年 | 20篇 |
2013年 | 127篇 |
2012年 | 13篇 |
2011年 | 22篇 |
2010年 | 11篇 |
2009年 | 10篇 |
2008年 | 20篇 |
2007年 | 20篇 |
2006年 | 16篇 |
2005年 | 18篇 |
2004年 | 18篇 |
2003年 | 16篇 |
2002年 | 11篇 |
2001年 | 7篇 |
2000年 | 13篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 14篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 5篇 |
1985年 | 9篇 |
1983年 | 3篇 |
1982年 | 8篇 |
1981年 | 8篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1953年 | 2篇 |
1932年 | 2篇 |
1844年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有623条查询结果,搜索用时 218 毫秒
1.
2.
科技信息的开放获取已成为影响学术信息交流与科学发展的重大问题,深刻地影响到科技政策、科技支撑环境发展战略和科技信息服务模式。一大批科学家、科研机构和许多国家的科学管理与科研资助机构,都积极地推动科技信息的开放获取。他们或者制定开放获取政策、要求或鼓励科研人员提供科研成果的开放获取,或者支持开放出版期刊,或者建立机构开放存储库、支持本机构科研成果开放获取。通过这一系列的措施,科学界希望能够促进科研成果不受限制地广泛传播和自由获取、以及促进科研成果通过公共机制长期可靠保存和利用,以保障科技知识资产的国家保护和科研机构的知识资产管理。 相似文献
3.
Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students. 相似文献
4.
5.
6.
Selective universities regularly employ policies that favor children of alumni (known as legacies) in undergraduate admissions. Since alumni from selective colleges and universities historically have been disproportionately white, admissions policies that favor legacies have disproportionately benefited white students. For this reason, legacy policies lead to additional costs in terms of reductions in racial diversity. As larger numbers of minority students graduate from colleges and universities and have children, however, the potential pool of legacy applicants will change markedly in racial composition. This analysis begins with a review of the history and objectives of the preference for children of alumni in undergraduate admissions. We then consider the specific case of the University of Virginia and employ demographic techniques to predict the racial composition of the pool of potential legacy applicants to the university. Significant changes in the racial composition of classes that graduated from the University of Virginia from the late 1960s through the 1970s foreshadow similar changes in the characteristics of alumni children maturing through the next two decades. 相似文献
7.
Kang Lee Catherine Ann Cameron Fen Xu Genyao Fu And Julie Board 《Child development》1997,68(5):924-934
The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture. 相似文献
8.
9.
Karen Capo Lori Espinoza Jordan Khadam-Hir Debra Paz 《Journal of Early Childhood Teacher Education》2019,40(1):19-30
ABSTRACTThis reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included. 相似文献
10.
Cameron Richards 《Globalisation, Societies & Education》2004,2(3):337-353
Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner‐centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change. 相似文献