全文获取类型
收费全文 | 1926篇 |
免费 | 34篇 |
专业分类
教育 | 1424篇 |
科学研究 | 95篇 |
各国文化 | 10篇 |
体育 | 270篇 |
综合类 | 1篇 |
文化理论 | 42篇 |
信息传播 | 118篇 |
出版年
2023年 | 14篇 |
2022年 | 36篇 |
2021年 | 46篇 |
2020年 | 62篇 |
2019年 | 123篇 |
2018年 | 153篇 |
2017年 | 139篇 |
2016年 | 146篇 |
2015年 | 70篇 |
2014年 | 88篇 |
2013年 | 351篇 |
2012年 | 56篇 |
2011年 | 44篇 |
2010年 | 54篇 |
2009年 | 49篇 |
2008年 | 37篇 |
2007年 | 29篇 |
2006年 | 38篇 |
2005年 | 18篇 |
2004年 | 25篇 |
2003年 | 28篇 |
2002年 | 21篇 |
2001年 | 26篇 |
2000年 | 15篇 |
1999年 | 9篇 |
1998年 | 14篇 |
1997年 | 14篇 |
1996年 | 9篇 |
1995年 | 13篇 |
1994年 | 14篇 |
1993年 | 10篇 |
1992年 | 14篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1985年 | 14篇 |
1984年 | 15篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 10篇 |
1974年 | 6篇 |
1973年 | 10篇 |
1972年 | 8篇 |
1970年 | 4篇 |
1957年 | 5篇 |
1956年 | 5篇 |
排序方式: 共有1960条查询结果,搜索用时 0 毫秒
91.
92.
93.
94.
Eeva Pyörälä Laura Hirsto Auli Toom Liisa Myyry Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162
The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality. 相似文献
95.
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat. 相似文献
96.
97.
98.
Catharina Tibken Tobias Richter Nicole von der Linden Sandra Schmiedeler Wolfgang Schneider 《Child development》2022,93(1):117-133
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement. 相似文献
99.
Educational Studies in Mathematics - Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard is an essential component of teacher education.... 相似文献
100.
Michael Schön Konrad Steinestel Doreen Spiegelburg Annika Risch Mira Seidel Leon Schurr Ulrich Kai Fassnacht Nikola Golenhofen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2022,15(1):89-101
Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future. 相似文献