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491.
Christina Wandi 《图书馆管理杂志》2013,53(8):915-926
AbstractShifts in the media landscape and user behavior mean that changes are made rapidly today. Taking a proactive stance on changes, new solutions and service design is therefore central to libraries of the 21st century. The development pushes the need for sharing knowledge about change management in libraries. This article details the experiences of the library system of Copenhagen, Denmark as a case study for change and change management. How did the libraries effect change? What was the process for determining the necessary changes and implementing them? This article distills the experiences of Copenhagen Libraries into seven recommendations for all practitioners of change management in public libraries. 相似文献
492.
The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students’ (N = 202) algebra learning. Also explored were the differential effects of features for students with faulty conceptual knowledge (evidenced by a higher prevalence of making errors during problem solving) on learning. That is, we assessed whether students who make prevalent conceptual errors predictive of algebra performance differentially benefit from design features. Participants were randomly assigned to complete 1 of 4 sets of worked example assignments supplemented with self-explanation prompts (n = 51), visual signaling cues (n = 49), both features (n = 51), or neither feature (n = 51). Worked examples supplemented with either self-explanation prompts or signaling cues led to greater learning from pre- to posttest in comparison to the worked example control, with practically meaningful effects. The effect of assignments supplemented with signaling cues was moderated by error prevalence. Those who made errors more frequently demonstrating misunderstanding of algebraic concepts (e.g., the meaning of a coefficient) benefited significantly more from visual signaling cues alone than self-explanation prompts alone or control assignments. These findings highlight the importance of considering differential effects of design features when used in combination or in isolation, particularly for struggling students. 相似文献
493.
While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health and well-being, as well as academic engagement and achievement. This positions resilience as a key skill for students. A survey was administered to 410 Australian undergraduate students. The survey consisted of an adapted version of the Resilience at Work (RAW) scale, the Subjective Happiness Scale and the Depression, Anxiety and Stress Scale. Data were subject to principal component analysis and scale reliability analysis. Results yielded a six-factor structure which closely replicated the seven-factor structure of the RAW scale. The research contributes to the development of a reliable and valid instrument of resilience for use in university. The new Resilience at University (RAU) scale shows promise as a valid and reliable measure of student resilience. Development and validation of the RAU scale is in its early stages and further research is required to explore the psychometric properties of the scale to ascertain whether it can be usefully applied in a university setting. 相似文献
494.
Schenkel Kathleen Calabrese Barton Angela Tan Edna Nazar Christina Restrepo Flores Marcos D. González D. 《Cultural Studies of Science Education》2019,14(2):309-325
Cultural Studies of Science Education - Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that... 相似文献
495.
Sensory Processing in Rhesus Monkeys: Developmental Continuity,Prenatal Treatment,and Genetic Influences 下载免费PDF全文
Mary L. Schneider Colleen F. Moore Miriam Adkins Christina S. Barr Julie A. Larson Leslie M. Resch Andrew Roberts 《Child development》2017,88(1):183-197
Neonatal sensory processing (tactile and vestibular function) was tested in 78 rhesus macaques from two experiments. At ages 4–5 years, striatal dopamine D2 receptor binding was examined using positron emission tomography. At ages 5–7 years, adult sensory processing was assessed. Findings were: (a) prenatal stress exposure yielded less optimal neonatal sensory processing; (b) animals carrying the short rh5‐HTTLPR allele had less optimal neonatal sensory scores than monkeys homozygous for the long allele; (c) neonatal sensory processing was significantly related to striatal D2 receptor binding for carriers of the short allele, but not for animals homozygous for the long allele; and (d) there was moderate developmental continuity in sensory processing from the neonatal period to adulthood. 相似文献
496.
Christina Siry 《Cultural Studies of Science Education》2011,6(4):1019-1029
In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (Cult Stud Sci Educ 6:361–380, 2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic
study, he takes a resource-rich view of the players, highlights the science-related resources they demonstrate, and challenges
deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy
Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza.
All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich
views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting,
and accepting the resources that students bring as being resources for science learning. 相似文献
497.
The inherent spatial complexity of the human cerebral ventricular system, coupled with its deep position within the brain, poses a problem for conceptualizing its anatomy. Cadaveric dissection, while considered the gold standard of anatomical learning, may be inadequate for learning the anatomy of the cerebral ventricular system; even with intricate dissection, ventricular structures remain difficult to observe. Three-dimensional (3D) computer reconstruction of the ventricular system offers a solution to this problem. This study aims to create an accurate 3D computer reconstruction of the ventricular system with surrounding structures, including the brain and cerebellum, using commercially available 3D rendering software. Magnetic resonance imaging (MRI) scans of a male cadaver were segmented using both semiautomatic and manual tools. Segmentation involves separating voxels of different grayscale values to highlight specific neural structures. User controls enable adding or removing of structures, altering their opacity, and making cross-sectional slices through the model to highlight inner structures. Complex physiologic concepts, such as the flow of cerebrospinal fluid, are also shown using the 3D model of the ventricular system through a video animation. The model can be projected stereoscopically, to increase depth perception and to emphasize spatial relationships between anatomical structures. This model is suited for both self-directed learning and classroom teaching of the 3D anatomical structure and spatial orientation of the ventricles, their connections, and their relation to adjacent neural and skeletal structures. 相似文献
498.
Christina Passos DeNicolo Mónica González Socorro Morales Laura Romaní 《Journal of Latinos & Education》2015,14(4):228-243
Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom. 相似文献
499.
Pamela J. Mulhall Dorothy V. Smith Christina E. Hart Richard F. Gunstone 《Research in Science Education》2017,47(5):1151-1168
We report on findings from a qualitative study of Australian scientists whose work brings them into contact with the public. This research sought to understand how a school science curriculum could better represent the work of scientists today. We discuss the views expressed by our participant scientists about the importance of openness and open-mindedness in their work, including their engagement with the public. They described openness as an important characteristic of science. Our participants also see open-mindedness on the part of both scientists and members of the public as important for productive relationships. They see the development of such relationships as an essential facet of their work. The views expressed by these scientists provide a provocative insight into the ways in which contemporary scientists see their work and relationships with their communities. Their perspectives have important implications for approaches to teaching science in schools. 相似文献
500.
Christina Huf 《Ethnography and Education》2017,12(2):165-177
ABSTRACTThis paper discusses possibilities of synthesising ethnographic data. This discussion implies a critical appraisal of the methodology of ‘Meta-Ethnography’. Taking Noblit’s and Hare’s concept of Meta-Ethnography as a starting point to develop their own practice of synthesising data, the paper suggests to reconsider the possibility to bring in primary data into the synthesis, to involve primary researchers and to develop a grounded theoretical synthesis. Building on their own practice of a shared grounded synthesis, the authors discuss how a synthesis of ethnographic data conducted by two primary researchers has the potential to open new conceptual and theoretical perspectives on individualised learning in age-mixed classes. The results of the ‘Shared Grounded Synthesising’ indicate a strong tendency of individualised learning and teaching to rely on and produce the normativity of the helping child. 相似文献