全文获取类型
收费全文 | 1263篇 |
免费 | 14篇 |
专业分类
教育 | 938篇 |
科学研究 | 56篇 |
各国文化 | 9篇 |
体育 | 180篇 |
文化理论 | 23篇 |
信息传播 | 71篇 |
出版年
2023年 | 15篇 |
2022年 | 25篇 |
2021年 | 27篇 |
2020年 | 58篇 |
2019年 | 88篇 |
2018年 | 116篇 |
2017年 | 97篇 |
2016年 | 106篇 |
2015年 | 75篇 |
2014年 | 56篇 |
2013年 | 292篇 |
2012年 | 45篇 |
2011年 | 35篇 |
2010年 | 19篇 |
2009年 | 24篇 |
2008年 | 16篇 |
2007年 | 20篇 |
2006年 | 15篇 |
2005年 | 11篇 |
2004年 | 13篇 |
2003年 | 17篇 |
2002年 | 7篇 |
2001年 | 13篇 |
2000年 | 9篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 9篇 |
1995年 | 9篇 |
1994年 | 7篇 |
1993年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1967年 | 1篇 |
1960年 | 1篇 |
1959年 | 1篇 |
1956年 | 1篇 |
1948年 | 1篇 |
排序方式: 共有1277条查询结果,搜索用时 31 毫秒
11.
Mario F. Letelier José A. Herrera Andrea M. Canales Rosario Carrasco Lorena L. López 《European Journal of Engineering Education》2003,28(3):275-286
Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work. 相似文献
12.
13.
14.
da Silva Cláudia Sampaio Corrêa Teixeira Marco Antônio Pereira Cardoso Paulo Fernández-Navarro Pablo Gonçalves Miguel M. Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
15.
16.
Miguel Arevalillo-Herráez Paloma Moreno-Clari Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献
17.
Marcia Eugenio-Gozalbo Raquel Pérez-López Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255
ABSTRACTThe presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation. 相似文献
18.
Giselle Martins dos Santos Ferreira Luiz Alexandre da Silva Rosado Márcio Silveira Lemgruber Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60
ABSTRACTThis article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation. 相似文献
19.
Elba Ramos López 《Prospects》1989,19(1):49-55
Previously University Director of Student Welfare and Students' Concerns at that university. Has also worked as Vocational Counsellor and teacher at several universities in Peru. Is interested in psychological research and in vocational and psychological guidance. 相似文献
20.
Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view
of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called
chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks
in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which
scientific change is assimilated by their writers.
This research was partially supported by the program BHA2002-04611-CO3-02 相似文献