全文获取类型
收费全文 | 767篇 |
免费 | 18篇 |
专业分类
教育 | 516篇 |
科学研究 | 28篇 |
各国文化 | 16篇 |
体育 | 104篇 |
文化理论 | 7篇 |
信息传播 | 114篇 |
出版年
2023年 | 5篇 |
2022年 | 8篇 |
2021年 | 14篇 |
2020年 | 20篇 |
2019年 | 47篇 |
2018年 | 36篇 |
2017年 | 44篇 |
2016年 | 34篇 |
2015年 | 25篇 |
2014年 | 26篇 |
2013年 | 175篇 |
2012年 | 23篇 |
2011年 | 24篇 |
2010年 | 16篇 |
2009年 | 17篇 |
2008年 | 16篇 |
2007年 | 23篇 |
2006年 | 26篇 |
2005年 | 15篇 |
2004年 | 9篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 11篇 |
2000年 | 10篇 |
1999年 | 13篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 7篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1982年 | 11篇 |
1981年 | 12篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1971年 | 2篇 |
排序方式: 共有785条查询结果,搜索用时 15 毫秒
81.
Bielik Tom Fonio Ehud Feinerman Ofer Duncan Ravit Golan Levy Sharona T. 《Journal of Science Education and Technology》2021,30(1):40-57
Journal of Science Education and Technology - Complex systems are made up of many entities, whose interactions emerge into distinct collective patterns. Computational modeling platforms can provide... 相似文献
82.
Evdokimova Olga L. Alves Carla S. Krsmanović Whiffen Radenka M. Ortega Zaida Tomás Helena Rodrigues João 《Journal of Zhejiang University. Science. B》2021,22(6):450-461
In this study, the fibers of invasive species Agave americana L. and Ricinus communis L. were successfully used for the first time as new sources to produce cytocompatible and highly crystalline cellulose nanofibers. Cellulose nanofibers were obtained by two methods, based on either alkaline or acid hydrolysis. The morphology, chemical composition, and crystallinity of the obtained materials were characterized by scanning electron microscopy(SEM) together with energy-dispersive X-ray spectroscopy(EDX), dynamic light scattering(DLS), X-ray diffraction(XRD), and Fourier transform infrared(FTIR)spectroscopy. The crystallinity indexes(CIs) of the cellulose nanofibers extracted from A. americana and R. communis were very high(94.1% and 92.7%, respectively). Biological studies evaluating the cytotoxic effects of the prepared cellulose nanofibers on human embryonic kidney 293 T(HEK293 T) cells were also performed. The nanofibers obtained using the two different extraction methods were all shown to be cytocompatible in the concentration range assayed(i.e., 0-500 μg/mL). Our results showed that the nanocellulose extracted from A. americana and R. communis fibers has high potential as a new renewable green source of highly crystalline cellulose-based cytocompatible nanomaterials for biomedical applications. 相似文献
83.
Staunton Tom Rogosic Karla 《International Journal for Educational and Vocational Guidance》2021,21(3):697-715
International Journal for Educational and Vocational Guidance - Labour Market Information forms a central place in career practice and how individuals enact their careers. This paper makes use of... 相似文献
84.
Tom Conlon 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(2):109-116
The questions that dominate the discourse of IT in education are mostly at the technical or craft levels. Visionary questions relating to the purpose of education and the proper place of technology are not much discussed. This paper seeks to undermine the idea that such questions should be avoided. The context of postmodernist change is described and two contrasting visions of education are discussed. Each vision is a hypothetical but recognisable representation of certain trends in educational thinking. Each vision has appeal but also severe shortcomings. The paper concludes that unless teachers, learners and communities can articulate their own visions of educational change, new technology could take them into a future that they would never willingly have chosen. 相似文献
85.
86.
This paper describes the evaluation of a local authority behaviour support initiative that involved the re-location of four behaviour support teachers from pupil referral units into three mainstream secondary schools to work with pupils at risk of exclusion. The evaluation was largely illuminative (Parlett, 1981) and focused on the effect of changing off-site behaviour support to in-school support. The research approach taken incorporated a Co-operative Inquiry strand (Heron, 1996) where researchers and behaviour support teachers worked together to design major aspects of the research process. This enabled research outcomes to inform educational practice, and gave a reflective, formative aspect to the study. The overall approach to the design of the study was informed by the Research and Development in Organisations (RADIO) model developed by Knight and Timmins (1995). The application of this approach in the context of the study is described along with a brief account of the findings. Finally, brief comment is made on the way in which the RADIO approach might contribute to educational psychologists' work at the local education authority and whole school levels. 相似文献
87.
Marcel W. Vooijs Tom H.A. Van Der Voort Jacqueline Hoogeweij 《Learning, Media and Technology》1995,21(1):23-35
Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved. 相似文献
88.
Tom Conlon Mary Simpson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):137-150
Drawing on data from a major survey on the impact of information technology initiatives on Scottish schools, we assess the extent to which the outcomes resemble those that have already been reported by Larry Cuban in his study of schools in Silicon Valley. We find a large measure of agreement. Scottish teachers and school students mostly have access to computers in their homes and classrooms. The home computers appear to be frequently used. The classroom computers, however, are encountered by students only seldom and when students do use computers in the classroom the activity is often peripheral to the learning process, such as word processing of essays. We discuss some possible explanations for this state of affairs and suggest some implications for policy-making. 相似文献
89.
Tom Hardy 《The International Journal of Art & Design Education》2002,21(1):52-59
The new AS level modular examinations for year 12 students in England were introduced as part of the government's Curriculum 2000 reforms designed to bring greater breadth to year 12 and 13 experience. A uniform structure of two modules followed by a synoptic timed test has been imposed on all subjects by the Qualifications and Curriculum Authority [QCA]. In AS Level Art the expressive study module requires evidence of a broad engagement with different generic art forms and visual language skills. The Thematic Study requires convergence towards specific outcomes in at least two media and the Timed Test of eight hours duration requires work towards a single theme with a preparatory period of six weeks. The paper arrives in January so the two coursework modules need to be completed in a little more than a term. The four assessment objectives are as follows: 1 To record observations, experiences, ideas, information and insights in visual and other forms, appropriate to intentions. 2 To analyse and evaluate critically sources such as images, objects, artifacts and texts, showing understanding of purposes, meanings and contexts. 3 To develop ideas through sustained investigations and exploration, selecting and using materials, processes and resources, identifying and interpreting relationships and analysing methods and outcomes. 4 To present a personal coherent and informed response, realising intentions and articulating and explaining connnections with the work of others. All four objectives need to be met in each module. Although some subjects have welcomed the change, it seems that fears raised by those concerned with the teaching of art during the consultation process have been born out by the experience of the last year. Previously art teachers were free to address skills and concepts in their own way and with regard to the different aptitudes, interests and learning styles of their students. The final submission, including the exam project, was marked as a whole relying on the professional experience of the teacher and moderators to balance the requirements of the syllabus with the transcendent, the ‘wow factor’. This paper questions the value of a tiered course that is at once superficial in its expectations, draconian in content, unrealistic in its timescale and discourages work of substance. 相似文献
90.
Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2020,27(2):178-191
ABSTRACTThis paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors ‘more is up’ and ‘good is up’ we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct conceptual category, with complex and varying rules for the correct usage of different ability terms. The fact that most abilities can be discussed in terms of both ‘possession’ and of ‘more or less’ invites reification, spatialisation, and hence the application of measurement metaphors. Insights into the measurement of abilities can be gained by careful consideration of how ability terms are used in normal discourse, especially of athletic abilities which are partly quantified in terms of attributes that are physically measureable. The fuzziness of natural language creates some of the problems in understanding standards in both psychometrics and physical measurement. 相似文献