全文获取类型
收费全文 | 204篇 |
免费 | 1篇 |
专业分类
教育 | 124篇 |
科学研究 | 11篇 |
各国文化 | 4篇 |
体育 | 49篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 14篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 12篇 |
2019年 | 3篇 |
2018年 | 19篇 |
2017年 | 13篇 |
2016年 | 12篇 |
2015年 | 9篇 |
2014年 | 11篇 |
2013年 | 22篇 |
2012年 | 15篇 |
2011年 | 9篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 3篇 |
2006年 | 9篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1998年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有205条查询结果,搜索用时 15 毫秒
101.
Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2003,6(2):157-158
102.
103.
This study explores the role of contemporaneous peer effects in driving an academic's involvement with industry. Specifically, we examine the influence of workplace peers and personal collaborators and how these effects are moderated by the career age of the scientist. Moreover, we look at situations in which both types of social influence are incongruent and the academic is faced with “dissonance”. Based on survey data of 355 German academics in the field of biotechnology and publication data from the Science Citation Index Expanded (SCIE), we find that the scientist's involvement with industry increases with the orientation of the scientist's department toward industry (“localized peer effect”). This effect turns out to be moderated by the scientist's age, such that the localized peer effect decreases with age and finally turns negative for very senior scientists. Moreover, we find that a scientist's involvement increases with the industry orientation of the scientist's co-authors (“personal peer effect”), irrespective of the scientist's age. In case both types of social influence are incongruent, younger scientists will revert to localized norms while more experienced scientists will orient themselves more toward their personal collaborators. 相似文献
104.
105.
Franziska Etter Arkadiusz Bukowski Christoph Alexander Rüst Thomas Rosemann Romuald Lepers 《Journal of sports sciences》2013,31(9):996-1006
Abstract This study investigated the participation and performance trends as well as the age and gender interaction at the Olympic distance ‘Zürich Triathlon’ (1.5?km swim, 40?km cycle and 10?km run) from 2000 to 2010 in 7,939 total finishers (1,666 females and 6,273 males). Female triathletes aged from 40 to 54 years significantly (P?<?0.05) increased their participation while the participation of younger females and males remained stable. Males of 50–54 years of age and females of 45–49 years of age improved their total race time. For elite top five overall triathletes, mean gender differences in swimming, cycling, running and overall race time were 15.2?±?4.6%, 13.4?±?2.3%, 17.1?±?2.5%, and 14.8?±?1.8%, respectively. For both elite and age group athletes, the gender difference in cycling time was significantly (P?<0.001) lower than for swimming and running. The gender difference in overall Olympic distance triathlon performance increased after the age of 35 years, which appeared earlier compared to long distance triathlon as suggested by previous studies. Future investigations should compare gender difference in performance for different endurance events across age to confirm a possible effect of exercise duration on gender difference with advancing age. 相似文献
106.
Matthius Laukenmann Michael Bleicher Stefan Fuß Michaela Gläser-Zikuda Philipp Mayring Christoph von Rhöneck 《International Journal of Science Education》2013,35(4):489-507
In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter. 相似文献
107.
Bruno della Chiesa Vanessa Christoph and Christina Hinton 《Mind, Brain, and Education》2009,3(1):17-26
ABSTRACT— The Organization for Economic Cooperation and Development's (OECD) Center for Educational Research and Innovation (CERI) carried out the Learning Sciences and Brain Research project (1999–2007) to investigate how neuroscience research can inform education policy and practice. This transdisciplinary project brought many challenges. Within the political community, participation in the project varied, with some countries resisting approval of the project altogether, in the beginning. In the neuroscientific community, participants struggled to represent their knowledge in a way that would be meaningful and relevant to educators. Within the educational community, response to the project varied, with many educational researchers resisting it for fear that neuroscience research might make their work obsolete. Achieving dialogue among these communities was even more challenging. One clear obstacle was that participants had difficulty recognizing tacit knowledge in their own field and making this knowledge explicit for partners in other fields. This article analyzes these challenges through a knowledge management framework. 相似文献
108.
Christoph Gollmick und Uta St?rl 《Informatik - Forschung und Entwicklung》2002,17(4):157-166
Zusammenfassung. Die st?ndig wachsende Menge der in Datenbanksystemen verwalteten Daten und steigende Verfügbarkeitsanforderungen verlangen
die Entwicklung immer schnellerer und effizienterer Backup- und Re-covery-Verfahren. Die Ausnutzung von Parallelit?t beim
Backup und Restore ist dabei einer von verschiedenen “intelligenten” L?sungsans?tzen, die nicht allein auf schnellere Hardware
setzen, sondern helfen, eine bestehende Infrastruktur optimal auszunutzen. Der Beitrag stellt ein Puffer-Proze?-Modell vor,
mit dessen Hilfe parallele Backup- und Restore-Algorithmen systematisch abgeleitet werden k?nnen. Eine definierte Auswahl
von Algorithmen wird anhand praxisbezogener Kriterien bewertet und klassifiziert (inklusive Einordnung der wichtigsten DBMS-Produkte).
Me?ergebnisse prototypisch implementierter Algorithmen schlie?lich belegen die Anwendbarkeit des Puffer-Proze?-Modells zur
Implementierung effizienter paralleler Backup- und Restore-Algorithmen.
Eingegangen am 31. Januar 2002 / Angenommen am 5. Juli 2002 相似文献
109.
An analytical framework for the cross-country comparison of higher education governance 总被引:2,自引:0,他引:2
In this article we provide an integrated framework for the analysis of higher education governance which allows us to more systematically trace the changes that European higher education systems are currently undergoing. We argue that, despite highly insightful previous analyses, there is a need for more specific empirically observable indicators of policy change and inertia. We therefore propose a systematic classification of empirical indicators of higher education governance. To do so, we look at three historically entrenched and still highly relevant European models of higher education??academic self-governance, the state-centered model and the market-oriented model. Based on these broader overarching models which reflect the tensions between the state, market and academia, we develop three ideal-types that take internal university governance as well as the role of the state and external stakeholders into account. Against this background, we derive empirical indicators with regard to the institutional balance of power, financial governance, personnel autonomy and substantive matters. Our analytical contribution shall enable scholars, and in particular political and social scientists, to trace ongoing patterns of change and convergence as well as persistence and inertia in higher education governance arrangements. 相似文献
110.
Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems. 相似文献