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271.
Franziska D. Koch Andrea Dirsch-Weigand Malte Awolin Rebecca J. Pinkelman Manfred J. Hampe 《European Journal of Engineering Education》2017,42(1):17-31
ABSTRACTIn order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement. 相似文献
272.
Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers’ everyday practices. Mega-narratives about teachers’ practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for newly qualified teachers in Australia, Scotland and Sweden are analysed in order to determine the extent to which they contain human elements, here framed as contextual professionalism, and/or paradigmatic knowledge (Olson and Craig in Teach Coll Rec 111(2):547–572, 2009a). This comparison facilitates an exploration of how teachers’ work is envisaged in the respective countries and what is expected or required from newly qualified teachers. The results indicate that the Australian and Scottish standards emphasise paradigmatic knowledge in teaching, whereas the now abandoned Swedish standards emphasise contextual professionalism in teaching. 相似文献
273.
Nicole A. Shea Chrystalla Mouza Andrea Drewes 《Journal of Science Teacher Education》2016,27(3):235-258
In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5–16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants’ reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards. 相似文献
274.
The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs. 相似文献
275.
Otero-Mayer Andrea González-Benito Ana Gutiérrez-de-Rozas Belén Vélaz-de-Medrano Consuelo 《Early Childhood Education Journal》2021,49(5):977-985
Early Childhood Education Journal - Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most... 相似文献
276.
Wulff Peter Buschhüter David Westphal Andrea Nowak Anna Becker Lisa Robalino Hugo Stede Manfred Borowski Andreas 《Journal of Science Education and Technology》2021,30(1):1-15
Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in... 相似文献
277.
278.
Andrea Bonaccorsi 《Research Policy》2007,36(6):813-831
Academics and policy makers are investigating the relations between science and technology in the emerging field of nano science and technology (NST) and the effectiveness of different institutional regimes. We use multiple indicators to analyze the performance of inventors working in NST. We clustered patents into three groups according to the scientific curricula of the inventors. The first group consists of patents whose inventors are all authors of at least one scientific publication in NST, while the second is made up of patents invented by individuals who have no scientific publication in the field. Thirdly, we isolated those patents that have at least one inventor who is also author of at least one scientific publication in NST. The underlining presumption of this classification is that of a proxy of different institutional complementarities of inventive collective action in NST. 相似文献
279.
Graziella Bonetti Mariarosa Carta Martina Montagnana Claudia Lo Cascio Anna Rita Bonfigli Andrea Mosca Roberto Testa 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):68-76