全文获取类型
收费全文 | 723篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 470篇 |
科学研究 | 75篇 |
各国文化 | 9篇 |
体育 | 117篇 |
综合类 | 1篇 |
文化理论 | 11篇 |
信息传播 | 63篇 |
出版年
2023年 | 3篇 |
2022年 | 13篇 |
2021年 | 20篇 |
2020年 | 28篇 |
2019年 | 44篇 |
2018年 | 62篇 |
2017年 | 62篇 |
2016年 | 52篇 |
2015年 | 28篇 |
2014年 | 27篇 |
2013年 | 135篇 |
2012年 | 34篇 |
2011年 | 25篇 |
2010年 | 23篇 |
2009年 | 15篇 |
2008年 | 32篇 |
2007年 | 18篇 |
2006年 | 11篇 |
2005年 | 16篇 |
2004年 | 13篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1970年 | 1篇 |
1938年 | 2篇 |
1903年 | 1篇 |
排序方式: 共有746条查询结果,搜索用时 31 毫秒
641.
Christian Mehl Matthias Kern Friederike Neumann Telse Bähr Jörg Wiltfang Volker Gassling 《Journal of Zhejiang University. Science. B》2018,19(7):525-534
Objective
The aim of the current study was to evaluate the effect of ultraviolet (UV) photofunctionalization of dental titanium implants with exposure to the oral cavity on osseointegration in an animal model.Methods
Forty-eight titanium implants (Camlog® Conelog® 4.3 mmx9.0 mm) were placed epicrestally into the edentulous jaws of three minipigs and implant stability was assessed by measuring the implant stability quotient (ISQ). Prior to implantation half of the implants were photofunctionalized with intense UV-light. After three months, the implants were exposed and ISQ was measured again. After six months of implant exposure, the minipigs were sacrificed and the harvested specimens were analyzed using histomorphometric, light, and fluorescence microscopy.Main results
Forty-two of 48 implants osseointegrated. The overall mean bone-implant contact area (BIC) was (64±22)%. No significant differences were found in BIC or ISQ value (multivariate analysis of variance (MANOVA), P>0.05) between implants with and without exposure to UV photofunctionalization.Conclusions
No significant effects were observed on osseointegration of dental titanium implants nine months after exposure of UV photofunctionalization.642.
Nielsen Wendy Georgiou Helen Jones Pauline Turney Annette 《Research in Science Education》2020,50(6):2391-2418
Research in Science Education - Assessments in tertiary science subjects typically assess content knowledge, and there is current need to both develop and assess different forms of knowledge and... 相似文献
643.
Rob Wass Adon Christian Michael Moskal 《International Journal for Academic Development》2017,22(4):293-306
AbstractAcademic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice. Our results provided evidence that IPR helped tutors reflect on ways to improve their teaching. It also led to unexpected ‘discoveries’ not typically afforded by conventional academic development. We conclude that IPR offers a formative, teacher-focussed and contextual approach that has not been clearly defined in the literature. We offer the IPR model followed in this study for academic developers and researchers alike. 相似文献
644.
Engagement,conduct of life and dropouts in the Danish vocational education and training (VET) system
Klaus Nielsen 《Journal of Vocational Education & Training》2016,68(2):198-213
This study provides support for the idea that school engagement is a central concept when trying to understand the dropout process. One of the strengths of this concept is that it involves understanding dropping out as a process, rather than as an event. However, the concept of school engagement also presents a number of problems. It tends to be functionalistic in nature: Processes of students’ school engagement and disengagement are partly the consequences of institutional initiatives – for example, how teachers act or how the school environment is organised. Furthermore, mainstream dropout researchers formulate the concept of engagement both simplistically and mechanistically by seeing engagement as something that the students possess to varying degrees. Inspired by critical psychology, this study includes a different concept of student engagement: We must take the students’ life conduct as the point of departure when approaching their school engagement and decision to drop out. The theoretical claims in the paper are substantiated by empirical results from 160 interviews with vocational educational and training (VET) students in the Danish VET system, and this paper will show how school engagement is closely related to the events in the other contextual settings of students’ lives. 相似文献
645.
Andrea Ibieta J. Enrique Hinostroza Christian Labbé 《Journal of Research on Technology in Education》2019,51(3):217-238
AbstractResearch shows that students face a range of difficulties when using the Internet to solve information problems. Using a quasi-experimental design, we tested a strategy to improve Chilean 10th graders’ skills for information problem solving using the Internet (IPS-I). The intervention was based on a workshop in which students learned IPS-I strategies and solved information problems using a customized Internet search software package. Results showed that members of the experimental group changed their search behavior and improved the quality of their products. However, no correlation between the number of search actions and product quality was found. Based on this, we highlight the potential of combining teaching strategies to improve specific search skills and the use of customized search tools with embedded functionalities that foster good search techniques. 相似文献
646.
Dorfner Tobias Förtsch Christian Boone William Neuhaus Birgit J. 《Research in Science Education》2019,49(5):1457-1491
Research in Science Education - A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality... 相似文献
647.
Konstantinos Alexakos Leah D. Pride Arnau Amat Panagiota Tsetsakos Kristi J. Lee Christian Paylor-Smith Corinna Zapata Shequana Wright Theila Smith 《Cultural Studies of Science Education》2016,11(3):741-769
Being in the moment, showing compassion, being non-judgmental, acknowledging deep emotional challenges without getting stuck: these are mindfulness characteristics important to us as teachers, yet not often included in teacher preparation. These concerns become magnified when we focus on difficult knowledge and thorny issues, like topics related to gender and race. Using a sociocultural framework, we address how mindfulness, heuristics, and other contemplative practices can be adopted to create safe, supporting, and healing spaces for such complex, often emotionally painful discussions. Participant narratives are used extensively to provide a voice to those marginalized or hurt. Drawing from these narratives and their experience in discussing thorny issues, we put forth possible solutions and interventions that can create spaces that encourage and support critical discourse through mindful practices. The development of a heuristic for discussing thorny issues whose characteristics can be adopted by interested teachers and educators to help frame and mediate this type of difficult discussion is an outcome of this research. 相似文献
648.
Manfred Prenzel Claus H. Carstensen Martin Senkbeil Christian Ostermeier Tina Seidel 《Zeitschrift für Erziehungswissenschaft》2005,8(4):540-562
In Reaktion auf die Ergebnisse der TIMS-Studie wurde das BLK-Modellversuchsprogramm SINUS konzipiert und 1998 mit 180 Schulen
über fünf Jahre betrieben. Im vorliegenden Beitrag berichten wir über zentrale Ergebnisse der summativen Evaluation des Programms.
Ziel des Programms war es, (1) die Professionalisierung der Lehrkr?fte zu unterstützen, (2) die Qualit?t des mathematisch-naturwissenschaftlichen
Unterrichts zu verbessern und (3) die Lernprozesse und Lernergebnisse der Schülerinnen und Schüler zu f?rdern. Zur überprüfung
der Ausgangslage und der Wirkungen des Programms diente ein Vergleich mit einer repr?sentativen Schulstichprobe. Dazu wurden
an den SINUS-Schulen Erhebungen mit nationalen PISA-Instrumenten durchgeführt. Die Ergebnisse der Abschlusserhebung im Jahr
2003 zeigen, dass SINUS im Verlauf der Programmzeit auf allen untersuchten Ebenen Wirkungen entfaltet hat. Dies betrifft die
erfolgreiche Umsetzung der Projektinhalte auf Seiten der Lehrkr?fte, die positive Wahrnehmung des Unterrichts auf Seiten der
Schülerschaft sowie die Interessen, Haltungen und Kompetenzen der Schülerinnen und Schüler an SINUS-Schulen. Die schulartspezifischen
Analysen zeigen jedoch, dass SINUS nicht in allen Schularten die gleiche Wirksamkeit erzielt hat. In erster Linie scheinen
die Hauptschulen, die Schulen mit mehreren Bildungsg?ngen und die Integrierten Gesamtschulen profitiert zu haben. 相似文献
649.
This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school. 相似文献
650.
The Body as a Site of Reproduction and Resistance: Attention Deficit Hyperactivity Disorder and the Classroom 总被引:1,自引:0,他引:1
James M. Christian 《Interchange》1997,28(1):31-43
In addition to transferring ideas, one of the primary tasks of schools, as theorized in the work of Pierre Bourdieu, is to monitor and shape bodies. The category of Attention Deficity Hyperactivity Disorder (ADHD) and the practices associated with it can be understood more thoroughly as a way in which schools reproduce a body management system. This article reviews the historical and critical literature on ADHD to show that the classroom has had, and still has, an essential place in the origination and implementation of the category; yet, the classroom context has been virtually absent from the causal analysis. The classroom has received attention from those in the behaviour modification camp, but this approach has reduced it to a set of contingencies between the teacher and the student. More often than not, the biological explanation has dominated thus entirely removing the classroom and its meanings from the explanation of ADHD. The classroom is one of the critical mechanisms which allows for the emergence of the behaviours and the practices associated with the category known as ADHD. 相似文献