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11.
12.
Judith W. Alexander Vera Polyakova-Norwood Linda W. Johnston Patricia Christensen Renatta S. Loquist 《Distance Education》2003,24(1):41-56
Institutions of higher education acknowledge that online learning represents a growing segment of the modern learning environment, and most students have mastered basic computer skills. However, reluctance to engage in online learning remains among both faculty and students. This article presents a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course. The article discusses the challenges that were encountered by faculty and students. The faculty used the distance education literature to address these challenges related to technological, institutional, and pedagogical aspects of online learning, as well as the recruitment and retention of online learners. Quantitative and qualitative methods were used to evaluate the effectiveness of the course. The paper concludes with suggestions to overcome the challenges of online learning, such that faculty and students receive the inherent rewards. 相似文献
13.
The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.
A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.
The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.
The meaning and the implications of these findings are discussed. 相似文献
14.
Helen A. Alexander 《Assessment & Evaluation in Higher Education》1996,21(4):357-366
The process of assessing students on clinical placements has to date been under‐researched. In particular, while the involvement of subjective judgements in assessing students has been discussed in the literature, there has been no attempt to look for systematic evidence. This paper comprises the first attempt to relate judgement theory to the assessment of vocational education. Preliminary results demonstrate that physiotherapy assessors made subjective judgements of their students, that these contributed to the determination of assessment grades, and that in certain cases these judgements were erroneous. The relationship of these subjective judgements to the awarding of grades via a supposedly objective assessment instrument is not yet known. Given the widespread use of such assessment instruments across different professions, the question raised is whether all observational assessment systems suffer from similar problems. If students are being judged on criteria not included on assessment instruments, perhaps the other criteria being used need to be made more explicit. 相似文献
15.
Anke Hanft Alexander Kohler 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(3):83-93
Die ?sterreichischen Universit?ten und Fachhochschulen sind gesetzlich dazu aufgefordert, interne Qualit?tssicherungsprozesse
und -systeme zu entwickeln. Der Grundsatz der Erstverantwortlichkeit der Hochschulen für die Sicherung von Qualit?t in Lehre,
Forschung und Organisation tr?gt der Hochschulautonomie Rechnung, und er kommt durch die im Zuge des Bologna-Prozesses vereinbarten
Europ?ischen Standards der Qualit?tssicherung zum Ausdruck. Als Qualit?tssicherungsagentur für den gesamten Hochschulbereich
in ?sterreich bietet die AQA Universit?ten und Fachhochschulen externe Begleitung, vermittelt unabh?ngige Expertise und führt
Evaluierungen durch. Die AQA hat ihre Leistungen und Verfahren auf Grundlage europ?ischer Standards der externen Qualit?tssicherung
für Universit?ten und Fachhochschulen entwickelt. Die Verfahren der AQA stellen die hochschulinterne Qualit?tskultur in den
Mittelpunkt: Basierend auf den Erfahrungen mit externen Evaluierungsverfahren und des Hochschulvergleichen, welche die AQA
seit 2004 durchgeführt hat, implementiert die Agentur nun ein Verfahren, welches das hochschulinterne Qualit?tsmanagement
st?rken soll und den Hochschulen l?ngerfristig eine Zertifizierung ihres Qualit?tsmanagements bietet. Die AQA stellt hierfür
die Expertise internationaler Expertinnen und Experten zu Themen des Hochschulmanagements bereit und nutzt Kooperationen mit
anderen Qualit?tssicherungsagenturen. Auf l?ngere Sicht k?nnte ein prozessorientiertes "Quality Audit"-Verfahren eine Referenz
der externen Qualit?tssicherung für den gesamten ?sterreichischen Hochschulbereich darstellen. 相似文献
16.
Amanda Harrison Megan Phelps Arany Nerminathan Shirley Alexander Karen M. Scott 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):531-545
University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile devices, which can be beneficial for learning but may put patient privacy at risk. This study explores the reasons underlying students' decisions about using mobile devices in clinical settings. We used a mixed-methods sequential explanatory design involving a questionnaire and focus groups. Qualitative data from the questionnaire and focus groups was analysed through thematic analysis. We found students were aware of the risks mobile devices posed to professionalism and medical practice. Despite prohibitions, many made individual decisions to use mobile devices because the benefits outweighed the risks. These students were influenced by an organised, strategic approach to learning and a motivation to comply with the beliefs and behaviours of their medical teams and conform to physicians' directives in order to participate in their community of practice. Many students appear to be transferring everyday use of mobile devices to clinical settings. There is a need to understand and promote aspects of learning that are enhanced by mobile devices in clinical settings, while articulating clear guidelines and boundaries compatible with the professional behaviour expected of students. 相似文献
17.
This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education. 相似文献
18.
Yumary Ruiz Shaina Riciputi Vincent Guilamo-Ramos Stewart C. Alexander 《American journal of sexuality education》2019,14(2):165-185
While long-acting reversible contraception (LARC) reduces risk of repeat-births, use remains low among rural Latinx adolescent mothers. This qualitative study identified perspectives about factors that influence LARC use among this population. Participants were dyads of parenting Latinx adolescent daughters and their mothers (n?=?9 dyads) and nurses (n?=?17). Findings revealed themes specific to this vulnerable population including (a) distinct ways LARC characteristics fit into parenting teenagers’ lives, (b) supportive health care climate toward LARCs, and (c) factors that inhibit LARC uptake. The study has implications for sexuality education that seeks to reduce repeat-births among this population. 相似文献
19.
20.
James A. H. Smith Alexander D. McKerrow Tertius A. Kohn 《Journal of sports sciences》2017,35(16):1592-1597
Exercise testing on motorised treadmills provides valuable information about running performance and metabolism; however, the impact of treadmill type on these tests has not been investigated. This study compared the energy demand of running on two laboratory treadmills: an HP Cosmos (C) and a Quinton (Q) model, with the latter having a 4.5 times stiffer running platform. Twelve experienced runners ran identical bouts on these treadmills at a range of four submaximal velocities (reported data is for the velocity that approximated 75–81% VO2max). The stiffer treadmill elicited higher oxygen consumption (C: 46.7 ± 3.8; Q: 50.1 ± 4.3 ml·kg?1 · min?1), energy expenditure (C: 16.0 ± 2.5; Q: 17.7 ± 2.9 kcal · min?1), carbohydrate oxidation (C: 9.6 ± 3.1; Q: 13.0 ± 3.9 kcal · min?1), heart rate (C: 155 ± 16; Q: 163 ± 16 beats · min?1) and rating of perceived exertion (C: 13.8 ± 1.2; Q: 14.7 ± 1.2), but lower fat oxidation (C: 6.4 ± 2.3; Q: 4.6 ± 2.5 kcal · min?1) (all analysis of variance treadmill comparisons P < 0.01). This study confirms that caution is required when comparing performance and metabolic results between different treadmills and suggests that treadmills will vary in their comparability to over-ground running depending on the running platform stiffness. 相似文献