全文获取类型
收费全文 | 346篇 |
免费 | 6篇 |
国内免费 | 2篇 |
专业分类
教育 | 276篇 |
科学研究 | 29篇 |
各国文化 | 3篇 |
体育 | 13篇 |
文化理论 | 1篇 |
信息传播 | 32篇 |
出版年
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 3篇 |
2019年 | 11篇 |
2018年 | 26篇 |
2017年 | 15篇 |
2016年 | 12篇 |
2015年 | 9篇 |
2014年 | 14篇 |
2013年 | 75篇 |
2012年 | 21篇 |
2011年 | 11篇 |
2010年 | 12篇 |
2009年 | 9篇 |
2008年 | 10篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1990年 | 6篇 |
1987年 | 5篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1968年 | 1篇 |
1965年 | 1篇 |
1964年 | 2篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
1956年 | 1篇 |
1933年 | 1篇 |
1932年 | 1篇 |
排序方式: 共有354条查询结果,搜索用时 15 毫秒
91.
Jo Lunn Brownlee Terri Bourke Leonie Rowan Mary Ryan Peter Churchward Sue Walker Lyra L’Estrange Anita Berge Eva Johansson 《British Educational Research Journal》2022,48(4):684-703
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance. 相似文献
92.
93.
94.
95.
Daniel P. Shepardson Anita Roychoudhury Andy Hirsch Dev Niyogi Sara M. Top 《Environmental Education Research》2014,20(3):333-353
Although many environmental and science educators have explored students’ conceptual understandings, misconceptions, and knowledge of the greenhouse effect, global warming, and climate change, few have investigated the ways students conceptualize climate as a system or how components of the system influence climate. Therefore, the purpose of this study was to begin the process of understanding how US students conceptualize a climate system. A total of 42 seventh grade students (ages 12–13) from the Midwest completed an open-response task. From the inductive analysis of student written responses, 22 codes emerged that reflected students’ conceptions of the climate system. From these codes, three path diagrams were constructed that illustrate these students’ conceptions about how a climate system influences climate and how greenhouse gases and global warming impact the climate system. A generalized model of students’ conception of a climate system was generated. Students in this study conceptualized a climate system in a unidirectional, linear, cause and effect relationship that emphasized the atmospheric component of the climate system. 相似文献
96.
Anderson C Stackhouse R Shaw A Iredale R 《Public understanding of science (Bristol, England)》2011,20(2):146-162
While there has been research conducted on public views about ethical and social aspects of the National DNA Database (NDNAD), there is little which focuses on views of young people, in particular those whose details are held on the NDNAD. We describe an engagement activity developed in South Wales to engage young offenders with ethical and social issues surrounding the NDNAD--a Mock Trial--and how we facilitated the presentation of their views to policy makers. We discuss the successes and challenges we encountered with engaging young offenders, decisions that the young people reached about possible future policies for the NDNAD at the Mock Trial, and their contribution to the decision-making process. 相似文献
97.
Frane Pastrovic Anita Madir Kristian Podrug Marko Lucijanic Tomislav Bokun Marko Zelenika Sanda Mustapic Adriana Unic Lovorka Derek Ivica Grgurevic 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
IntroductionOesophageal varices are routinely diagnosed by esophagogastroduodenoscopy (EGD), and their bleeding has high mortality. We aimed to evaluate diagnostic performance of biochemical tests in comparison to elastography-based approaches, as non-invasive alternatives to EGD, for ruling-out high risk oesophageal varices (HRV).Material and methodsRetrospective analysis of patients (N = 861) who underwent liver stiffness measurement (LSM) by transient elastography (TE) in a single centre over 5-year period, with available results of EGD (within 3 months from LSM). Only patients with suspicion of compensated advanced chronic liver disease (cACLD) defined by LSM ≥ 10 kPa were included comprising the final cohort of 73 subjects. Original and expanded Baveno VI criteria (B6C), controlled attenuation parameter (CAP), platelet count (PLT), aspartate aminotransferase to PLT ratio index (APRI), Fibrosis-4 index (FIB4), model for end stage liver disease (MELD) score were evaluated against the results of EGD that served as the reference method.ResultsAnalysed patients had median age 62 years, 59/73 (0.81) were males, 54/73 (0.74) had alcoholic/non-alcoholic fatty liver disease, and 21/73 (0.29) had HRV. In multivariate logistic regression analysis only LSM and PLT were independently associated with HRV. The best performing tests for ruling-out HRV (% of spared EGD; % of missed HRV) were respectively: LSM < 20 kPa (53.4%; 0%), B6C (38%; 0%), Expanded B6C (47.9%; 4.8%); PLT > 214x109/L (21.9%; 0%); FIB4 ≤ 1.8 (21.4%; 0%), APRI ≤ 0.34 (12.3%; 0%). CAP, MELD = 6 alone or combined with PLT > 150(x109/L) did not show acceptable performance.ConclusionThe best performing biochemical tests for ruling-out HRV in our cohort of patients were PLT and FIB-4, but they were still outperformed by elastography-based approaches.Keyword: portal hypertension, cirrhosis, platelet count, esophageal varices, non-invasive tests 相似文献
98.
Lead poisoning is well documented in persons occupationally exposed to lead. What is less known is, that even in persons working
in lead based industries, the effect of lead and the appearance of signs and symptoms of lead poisoning is genetically determined.
Three genes related to lead metabolism, exhibiting polymorphism have already been demonstrated-δALA-dehydratase, Vitamin D
receptor gene and Hemochromatosis gene. These alleles determine the susceptibility of the individuals to lead. We present
here a case of a lead acid battery worker, who presented without any signs and symptoms of lead poisoning except for a very
high level of blood lead (82.8μg/dl and 47.5μg/dl 9 months later) 相似文献
99.
100.
Clyde W. Holsapple Anita Lee‐Post 《Decision Sciences Journal of Innovative Education》2006,4(1):67-85
This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning. 相似文献