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161.
Daniela Velichová 《European Journal of Engineering Education》2002,27(3):289-296
In this paper, a few examples are given of the importance of mathematical geometric education for engineers. The newly established information civilization, utilizing new information media, requires an abbreviated form of delivering enormous amounts of information at incredible speed. We use and relay models and involve them in our communication in almost all branches of science, culture, education, or social life. Models are strictly based on some graphical information. They are independent and almost perfectly understood at all levels of human literacy. Different scientific branches invented different models with respect to different needs and applied techniques, while the basic original idea of creating an'image' remained. Engineering education today is a complex knowledge base composed of several separate parts of different scientific and professional technical branches of the complex human knowledge, where geometry plays its definite important role. It is the basic platform to get involved with the creation of models in the form of images. Geometry can offer an unprecedented basis for logical reasoning supported by practical applications. Good three-dimensional visualization, spatial capabilities and geometric understanding are invaluable components of creative work in all kinds of human activities. An information society using communication techniques concentrates nowadays on creating models of an object in the form of computer images. Creative processes of modelling objects in scenes are related basically to the synthetic geometric reasoning and depend on the skills and geometric knowledge of the users. We must take this fact into consideration when speaking about teaching geometry to engineers.
Geometry is not just a simple science, nor the way to knowledge. It is an intellectual arrangement. From the arrangement, all European culture originated. 相似文献
162.
Daniela Furtuna 《Prospects》2013,43(4):481-493
The author describes the steps taken by a research team, of which she was part, to develop a specific methodology for assessing student attainment in primary school, working with the Programme for the Analysis of Education Systems (PASEC) of the Conference of Ministers of Education of French-speaking Countries (CONFEMEN). This methodology provides the basis for an item bank that can be used for many assessment tests. It can also be applied outside the specific context of French-speaking Africa. 相似文献
163.
Daniela Sellmann Franz X. Bogner 《European Journal of Psychology of Education - EJPE》2013,28(3):1077-1086
Besides cognitive learning effects, short-term environmental education (EE) is often regarded as ineffective in intervening with participants' environmental attitudes and behaviour. However, in Germany, school classes often participate in such 1-day EE programmes because they better match the school curriculum in contrast to longer (residential) programmes. We therefore monitored a 1-day outreach EE programme on global climate change to reveal whether environmental attitudes and/or connectedness with nature of tenth graders are affected. Students from German high schools (college preparatory secondary school level, ‘Gymnasium’) (N?=?114) from age 14 to 19 participated in the programme (treatment group). It consisted of two student-centred learning units on the topic of climate change. Additionally, we chose a control group of students who did not participate in the programme. To measure students' environmental attitudes and connectedness with nature, we administered the Two Major Environmental Values (2-MEV) and the Inclusion of Nature in Self scale in a pre-, post- and retention test design. The pre-test was administered 1 week before, the post-test directly after and the retention test 4 to 6 weeks after programme participation. Analyses revealed a positive long-term effect only for utilitarian values (one of the two major environmental factors of 2-MEV) which decreased significantly. Therefore, depending on the programme's content, short-term EE programmes indeed may have an influence on participants' environmental attitudes. 相似文献
164.
Marcelo Arnold-Cathalifaud Daniela Thumala Anahi Urquiza Alejandra Ojeda 《Educational gerontology》2013,39(2):105-123
According to gerontological thought, an important part of senior citizens' disabilities are products of their social exclusion rather than factors associated with their physical or mental health. How these exclusions come about was the purpose of the research reported in this article. The study was conducted among 682 Chilean university students using a semantic differential test. A generalized negative image on old age was observed. The conclusion is that social images of old age affect the well-being of present and future senior citizens. 相似文献
165.
Jörg Großschedl Daniela Mahler Thilo Kleickmann Ute Harms 《International Journal of Science Education》2013,35(14):2335-2366
Teachers’ content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent?=?.70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent?=?.48)—and curricular knowledge, respectively (rlatent?=?.35)—are moderate to low (all ps?<?.001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge. 相似文献
166.
Archival objects in motion: historians’ appropriation of sources in nineteenth-century Austria and Switzerland 总被引:1,自引:1,他引:0
Daniela Saxer 《Archival Science》2010,10(3):315-331
This contribution examines the social, material, and epistemic practices of historians and their counterparts engaged in the
textual and visual reproduction of historical sources in nineteenth-century Austria and Switzerland. The Schweizerische Urkundenregister (1863–1877), a Swiss register of medieval charters, and the Monumenta graphica medii aevi (1859–1883), an Austrian collection of photographic facsimiles of medieval sources, were both intended to make historical sources accessible
outside the archives in the framework of national history. The article analyzes institutional collaborations and the social
interactions among the actors involved and follows the trajectories of the mobilized archival objects. These projects for
national source publications appear as a negotiated social practice, in which archival objects were dislocated conceptually
as well as materially in order to be stabilized and reified again in new infrastructures of research. The conflicts surrounding
the projects reveal disputes about authority over the archival records, their significance, and the techniques required to
represent them properly, and show how the emergence of scholarly source publications accompanied a conscious erasure of older
contexts of meaning. 相似文献
167.
Georgia Pomaki Anita DeLongis Daniela Frey Kathy Short Trish Woehrle 《Teaching and Teacher Education》2010
We examined the role of social support in turnover intention among new teachers. First, we tested and found evidence for a direct negative relationship between social support and turnover intention. Second, we tested the social support buffer hypothesis, and found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Third, we examined a mediational hypothesis, and found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers. 相似文献
168.
169.
Daniela Freddi 《Research Policy》2009,38(3):548-558
This article addresses the internal transformation of low- and medium-tech (LMT) sectors from a technological perspective, analysing the absorption of radical new technologies by low- and medium-technology (LMT) firms and their integration into frameworks dominated by older technologies. Through an empirical analysis of a cluster of mechatronic companies, the paper highlights some of the main features of the integration process and provides a preliminary assessment of whether the phenomenon is more likely to occur within or between companies, that is through the absorption of new technologies by each firm individually or by means of linkages between specialised mono-technology companies. 相似文献
170.
On the role of user-centred evaluation in the advancement of interactive information retrieval 总被引:1,自引:0,他引:1
This paper discusses the role of user-centred evaluations as an essential method for researching interactive information retrieval. It draws mainly on the work carried out during the Clarity Project where different user-centred evaluations were run during the lifecycle of a cross-language information retrieval system. The iterative testing was not only instrumental to the development of a usable system, but it enhanced our knowledge of the potential, impact, and actual use of cross-language information retrieval technology. Indeed the role of the user evaluation was dual: by testing a specific prototype it was possible to gain a micro-view and assess the effectiveness of each component of the complex system; by cumulating the result of all the evaluations (in total 43 people were involved) it was possible to build a macro-view of how cross-language retrieval would impact on users and their tasks. By showing the richness of results that can be acquired, this paper aims at stimulating researchers into considering user-centred evaluations as a flexible, adaptable and comprehensive technique for investigating non-traditional information access systems. 相似文献