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661.
The process of using information about documents such as the author, genre, and date of publication while evaluating and interpreting those documents’ content was labeled “sourcing” in a seminal paper by Wineburg (Journal of Educational Psychology, 83, 73, 1991). Studies in various domains have adapted the term sourcing while referring to central reading skills in modern information societies. In this review, we discuss the concept of sourcing grounded in research from social psychology, information sciences, and text comprehension. Based on that, we reviewed 18 intervention studies in educational settings, in order to identify how sourcing was operationalized in the studies, the nature of the interventions, and how successful they were. The review shows that interventions for younger students emphasized source credibility, whereas interventions among older students also emphasized the role of sourcing in interpretation. None of the studies measured how students search for source features or specifically which features they attend to. Regarding the nature of the studies, the use of multiple partly conflicting documents was common, with that condition positively related to outcome measures. Another characteristic was the use of inquiry tasks. A majority of the studies do not apply findings from persuasion theory and information science indicating that credibility assessment requires effort and motivation. Future interventions should more strongly emphasize the relationship between sourcing and motivation. 相似文献
662.
Andrew Morrison Ola Erstad Gunnar Liestøl Nicholas Pinfold Bruce Snaddon Peter Hemmersam 《牛津教育评论》2019,45(2):204-223
ABSTRACTIn this article we explore the dynamic between the pedagogical and the urban, attending to ‘agentive urban learning’. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency, and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Three case studies explore different facets—the first how young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students’ understanding of the city as a site of change, in this instance, climate change; and the third how such agency might be developed collectively in partnership with other city dwellers. We conclude that a diversity of students’ engagement in urban contexts of learning offers ways from which to further investigate how identity, setting, and stakeholder relationships matter as part of potentially sustainable agentive learning futures. 相似文献
663.
Jørgen Frost Ernst Ottem Bente E. Hagtvet Catherine E. Snow 《Scandinavian Journal of Educational Research》2016,60(6):709-722
In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of words to be trained and a set of non-trained control words. The two teaching methods yielded no significant differences for the trained words, but the WG participants performed better than the TS participants on the non-trained words. An analysis of the dependencies between the trained words and non-trained words suggested that the participants of the WG program, in contrast to the TS students, profited from a transfer effect that resulted in augmented scores on the non-trained words. 相似文献
664.
Ellen Sjoer Bente Nørgaard Marc Goossens 《European Journal of Engineering Education》2016,41(3):353-368
The concept of Knowledge Triangle (KT) links together research, education and innovation and replaces the traditional ‘one way’ flow of knowledge, essentially from research to education, by a ‘both ways’ circular motion between all the corners of a triangle that, besides research and education, also includes innovation, the ‘poor relation’ of many universities. What are the main issues – barriers and drivers – and what could be done in order to make the concept of KT a strong reality in engineering education? In this paper, the authors intend to bring some answers by analysing three cases coming from actors operating at the three corners of the KT: students, academic staff and engineers in industry. 相似文献
665.
Pertti V. J. Yli-Luoma Ambjörn Naeve 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):445-459
In the present study, a semantic perspective on e‐learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of knowledge—tacit and explicit. In the Socialisation phase, the teacher–student interaction activates the exploratory learning behaviour. This phase is emotionally and socially loaded. The Externalisation phase is partly emotional but a cognitive dimension is also needed, which requires creativity. This phase works optimally if it is collaborative in nature. In the Combination phase, an ability for hypothetical–deductive thinking is needed for the modelling approach. During the Internalisation phase, the learning process requires that students engage in seeking to understand and explain natural phenomena, which further demands testing of the theoretical concepts. 相似文献
666.
This paper deals with the comparison of students' misbehaviours in Turkish and English primary classrooms. A field study was conducted in order to discern students' misbehaviours based on students' age, gender, time of day, seating arrangement, types of learning activities and subject matter. Semi-structured in-depth interview and systematic classroom observation were used to collect data from two different cultural contexts. Participants in this study were 20 primary school teachers. The results show that there are differences and similarities between Turkish and English primary classrooms in terms of the causes and types of students' misbehaviours. Certain misbehaviours that are caused by different cultural and educational contexts are frequently observed either in English or in Turkish classrooms. 相似文献
667.
Ane Marie Ørbø Kirkegaard Sisse Mari-Louise Wulff Nat-George 《Globalisation, Societies & Education》2016,14(3):390-402
ABSTRACTThis article connects directly to the globalisation of both education and conflict, and attends to the intersection between these phenomena, by focusing on conflict-induced student migration, an area, which has until recently been neglected in studies of higher education and migration, and peace and conflict research. The focus is on the very intersection of these research traditions in trying to understand how increasing globalised student migration is intertwined with the internationalisation of higher education and violent conflicts. The research on which this article is based was carried out at Malmö University, Sweden. The focus is on mapping the linkages between violent conflicts and student migration, using a mixed methods design. 相似文献
668.
Bj?rn Stensaker Peter Maassen Monika Borgan Mette Oftebro Berit Karseth 《Higher Education》2007,54(3):417-433
In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning
purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in
five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation
of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic
resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts
to link ICT initiatives to organisational development issues and to human resource management have not been very successful.
In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked
if ICT is to play a more effective role in teaching and learning in Norwegian higher education. 相似文献
669.
Disobedient pupils, off‐task behaviour, and bullying are common problems in schools in many countries; they interfere with teaching, create an unsafe learning environment, and challenge the staff. Effective programs involving entire schools to prevent and reduce such problems have already been designed and implemented. However, most interventions target one type of problem behaviour, and their effects have only been evaluated in the short term. The Respect program 1 is broad in the sense that it targets not just one but several types of behaviour in order to prevent and reduce problem behaviour. The program was implemented among all the staff and pupils at three primary schools and one secondary school in Norway. A cohort longitudinal design was used in evaluating the program. Pupils in the four schools reported a decrease in the four areas of problem behaviour. This decrease was sustained or continued after the intervention period for some types of behaviour, even though the results differed between grade levels. In terms of effect size, the results were small to moderate for most grade levels. Although this analysis was non‐experimental in nature, it does document sustainable change resulting from intervention in an entire school and suggests that this could be maintained in the long term. 相似文献
670.
Forms of knowledge and modes of innovation 总被引:5,自引:0,他引:5
This paper contrasts two modes of innovation. One, the Science, Technology and Innovation (STI) mode, is based on the production and use of codified scientific and technical knowledge. The other, the Doing, Using and Interacting (DUI) mode, relies on informal processes of learning and experience-based know-how. Drawing on the results of the 2001 Danish DISKO Survey, latent class analysis is used to identify groups of firms that practice the two modes with different intensities. Logit regression analysis is used to show that firms combining the two modes are more likely to innovate new products or services than those relying primarily on one mode or the other. The paper concludes by considering the implications for benchmarking innovation systems and for innovation policy. 相似文献