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211.
212.
Janine Gut Carmen Heckmann Christine Sandra Meyer Marc Schmid Alexander Grob 《Learning and individual differences》2012,22(3):375-379
Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n = 23; M = 9.4 years, SD = 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children. 相似文献
213.
Heiner Rindermann Carmen Flores-Mendoza Marcela Mansur-Alves 《Learning and individual differences》2010,20(5):544-548
The investment theory of Cattell supposes an influence of fluid on crystallized intelligence. The development of fluid intelligence largely depends on biological factors, of crystallized intelligence on fluid intelligence and environmental stimulation. To test this theory two contrasting samples representing a broad ability range were chosen, a Brazilian sample (ages 7 to 15, N = 833, mean IQ 92) and a sample with a higher ability level in Germany (ages 11 to 19, N = 722, IQ 118). Analyses of cross-lagged effects across two year intervals show similar effects of fluid intelligence on crystallized and vice versa (around β = .17). Parental socioeconomic status and parental education have in both samples a slightly stronger effect on crystallized than on fluid intelligence. The first result refutes Cattell's theory, the second gives some support. The development of fluid intelligence also seems to be influenced by non-biological environmental factors resulting in a concept of intelligence as a malleable ability. 相似文献
214.
Comparing efficiency in a cross-country perspective: the case of Italian and Spanish state universities 总被引:1,自引:0,他引:1
The growing internationalization of European Higher Education requires more emphasis on cross-country comparisons. In this
paper, an efficiency analysis of Italian and Spanish universities is conducted; as well as from a comparative perspective.
The efficiency scores are obtained using data envelopment analysis. The results demonstrate a good average efficiency in both
countries relative to each “country-specific” frontier; but when compared together, Italian universities seem relatively more
efficient. Malmquist indexes show, in both cases, efficiency improvements in the period considered. In the Italian case, this
improvement is due to major “technological changes”; that is, the introduction of some structural reforms in the sector (e.g.,
Bachelor/Master curricula). In the Spanish case, there is an improvement in “pure” efficiency, which is due to new funding
models. Further stages of the study underline the role of “regional effects”, probably due to different socio-economic conditions
in Italy, and to the decentralization process in Spain. 相似文献
215.
Carmen Álvarez-Álvarez 《Studies in Continuing Education》2016,38(2):228-242
The most innovative reading practices currently rely on the paradigm of dialogic reading. Book clubs, literary gatherings and study circles are emerging in different social spaces to promote reading and literary discussion amongst adults, and libraries, bookshops, cultural centres, etc. are increasingly developing strategies in this direction. Despite the vast development of reading clubs throughout Spain, empirical research on this phenomenon is still at the embryonic stage. This paper queries the ability of this practice to encourage the pleasure of reading, as well as civic and literary education. The results, obtained from an ethnographic study of nine book club meetings and six key informant interviews, show that the discussions contribute to: (1) developing a taste for reading, literature and reading habits; (2) fostering debate about values and learning about personal experiences related to the stories covered in the various readings; and (3) learning academic skills that go beyond the scope of an informal literary analysis. The main conclusion of our study is that book club meetings generate a very favourable context for literary analysis, as they foster reading innovation and the cultivation of literature, as well as promoting values education and adult learning from a dialogic perspective. 相似文献
216.
The purpose of the present article is to give an account of the emergence of knowledge pertaining to the transition from arithmetic
to algebra in the course of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic
interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated
by other students during stage 1. The two kinds of processes – adaptation to a milieu and social interactions – play a critical role in the change of “rationality” required for the move from arithmetic to algebra.
Both the design of the initial mathematical problem given to the students and the organization of the interactions leading
to the debate under study in this article are based on this hypothesis. The research presented in this article is set in a
broader work of didactic engineering that aims at studying didactic conditions for making a connection between arithmetic
practices and algebraic practices. 相似文献
217.
218.
Based on a carefully selected list of references in Spanish, the following text presents a brief history of the magic lantern in Spain, from its invention to the beginning of its decadence as a social medium of communication. The magic lantern emerged in the seventeenth century, with the application of a series of physical principles that allowed the first attempts and experiences of image projection, such as the one described by Juana Inés de la Cruz in Sueño, a silva strophe published in Seville in 1692. As a device, the magic lantern finally was consolidated during the last quarter of the eighteenth century, mainly due to the popular sessions of phantasmagorias, which, in Spain, were run by projectionists such as Juan González Mantilla, or Robertson himself. After the magic lantern became institutionalized and commercialized throughout the whole Iberian Peninsula—the same as in the rest of Europe—its decline took place in the last decade of the nineteenth century, when it had to compete with the cinematograph. 相似文献
219.
220.
Michael T. Kane Carole Kingshury Dean Colton Carmen Estes 《Journal of Educational Measurement》1989,26(1):17-27
Job analysis is a critical component in evaluating the validity of many high-stakes testing programs, particularly those used for licensure or certification. The ratings of criticality and frequency of various activities that are derived from such job analyses can be combined in a number of ways. This paper develops a multiplicative model as a natural and effective way to combine ratings o f frequency and criticality in order to obtain estimates of the relative importance of different activities for practice. An example of the model's use is presented. The multiplicative model incorporates adjustments to ensure that the effective weights of frequency and criticality are appropriate. 相似文献