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71.
We estimate the effect of R&D spillovers on sales realized by products new to the firm (imitation) and new to the market (innovation). It turns out that spillovers from rivals lead to more imitation, while input from customers and research institutions enhance original innovation. 相似文献
72.
Dirk Platz und Udo Kelter 《Informatik - Forschung und Entwicklung》1997,12(4):196-205
Zusammenfassung. Moderne Software-Entwicklungsumgebungen arbeiten mit einer Vielzahl von Editoren und Anzeigewerkzeugen, wobei der Informationsgehalt
mehrerer Fenster überlappen kann. Wenn nun irgendein Werkzeug Dokumente ?ndert, müssen alle betroffenen Anzeigen korrigiert
werden. Hierzu werden heute in mehrbenutzerf?higen, verteilten Software-Entwicklungsumgebungen überwiegend Kommunikationssysteme
wie z.B. ToolTalk™ eingesetzt. Diese verursachen einen relativ hohen Programmier- und Laufzeitaufwand und sind insofern unsicher,
als Anzeigewerkzeuge nicht von allen Ver?nderungen an den Daten informiert werden, u.a. von ?nderungen durch nicht integrierte
Werkzeuge. Dieses Papier stellt einen Benachrichtigungsmechanismus für Software-Entwicklungsumgebungen vor, der effizient,
leicht benutzbar und sicher ist, sowie seine Implementierung im Objektmanagementsystem H-PCTE.
Eingegangen am 24. Dezember 1996 / Angenommen am 19. September 1997 相似文献
73.
Dirk Willem Postma 《Journal of Philosophy of Education》2002,36(1):41-56
International reports on environmental policy promote 'education for sustainable development' as an instrument for realising environmental awareness, values and attitudes consistent with the liberal concept of 'sustainable development'. In this paper the ethical and political-philosophical assumptions of (education for) sustainable development will be criticised. First, it will be argued that (Rawlsian) liberal ethics cannot include obligations towards future generations. Second, the commentary focuses on the economic perspective underlying this liberal framework, its anthropocentric bias and the hierarchical distinction between public and private spheres. Third, to offer a more adequate framework for environmental education, some fruitful ideas within neo-republicanism will be examined. 相似文献
74.
75.
Dirk De Bock Wim Van Dooren Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2002,50(3):311-334
Several recent ascertaining studies revealed a deep-rooted and almost irresistible tendency among 12–16-year old students
to improperly apply the linear or proportional model in word problems involving lengths, areas and volumes of similar plane
figures and solids. While these previous studies showed to what extent students' improper use of linear reasoning is affected
by different characteristics of the task, it remained largely unclear what aspects of their knowledge base are responsible
for the occurrence and strength of this phenomenon and how these aspects relate to other more general misconceptions and buggy
rules identified in the literature. This paper reports an in-depth investigation by means of individual semi-standardised
interviews aimed at analysing the thinking process underlying students' improper linear reasoning and how this process is
affected by their mathematical conceptions, beliefs and habits. During these interviews,students' solution processes were
revealed through a number of well-specified questions by the interviewer with respect to one single non-linear application
problem, as well as through their reactions to subsequent kinds of cognitive conflict. The interviews provided a lot of information
about the actual process of problem solving from students falling into the ‘linearity trap’ and the mechanism behind it. Although
some students seem to really ‘believe’ that quantities are always linked proportionally, their improper use of linearity often
results from superficial and intuitive reasoning, influenced by specific mathematical conceptions, habits and beliefs leading
to a deficient modelling process.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
76.
Krell Moritz Redman Christine Mathesius Sabrina Krüger Dirk van Driel Jan 《Research in Science Education》2020,50(6):2305-2329
Research in Science Education - Scientific reasoning competencies are highlighted in science education policy papers and standard documents in various countries around the world and pre-service... 相似文献
77.
Dirk T. Tempelaar Wim H. Gijselaers Sybrand Schim van der Loeff Jan F.H. Nijhuis 《Contemporary educational psychology》2007
The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school students and their motivations for a range of broad domains, this article focuses on university students (n = 264) and subject domains that are more congruent. We adopt an affect-extended version of the expectancy-value model. Using structural equation methods, we are able to decompose achievement motivations in generic and subject-specific components. 相似文献
78.
Jaspers Eva; Lubbers Marcel; de Graaf Nan Dirk 《Int. Journal of Public Opinion Research》2007,19(4):451-473
In this article, we investigate changes in public opinion inthe Netherlands toward two controversial issues: homosexualsand euthanasia. We find that a rapid decrease in oppositionto both issues in the seventies and early eighties was followedby a period of a stable minority opposition. We identify relevantperiod and cohort indicators to test which characteristics areassociated with the changes in the attitudes. We collected periodand cohort characteristics that are applicable to both of theattitudes, but specific attitude-related circumstantial conditionsas well. For both attitudes, it turns out that the changingcomposition of Dutch society with regard to religiousness accountsfor the largest changes in public opinion. Furthermore, we findthat the influence of religion on both the attitude towardseuthanasia and the attitude towards homosexuals became strongerover time, whereas the influence of educational attainment weakenedover time. Received for publication April 13, 2006. Accepted for publication April 23, 2007. 相似文献
79.
Hendrik Scholta Willem Mertens Marek Kowalkiewicz Jörg Becker 《Government Information Quarterly》2019,36(1):11-26
This paper responds to two observations about current government service delivery. First, despite reasonable efforts to improve the design of forms and to establish single points of contact in one-stop shops, citizens still perceive forms as cumbersome. Second, citizens expect governments to act proactively by initiating appropriate government services themselves, instead of relying on requests for services from citizens. To address these two issues, this paper proposes a transition from a one-stop shop to a no-stop shop, where the citizen does not have to perform any action or fill in any forms to receive government services. The contribution of this paper is an e-government stage model that extends existing models. Stage models are suitable tools with which to inspire future developments, and ours extends previous models that guide progress toward the one-stop shop by describing two further stages: the limited no-stop shop and the no-stop shop. We define three dimensions along which to progress: integration of data collection, integration of data storage, and purpose of data use. We provide a first test of the model's validity through three case studies: the e-government practices in Austria, Estonia, and an Australian state government. Our work complements existing research on e-government stage models and proactive government service delivery. 相似文献
80.
Two research questions are answered: how did teacher instructional skills develop during a whole school year? What is the
influence of this development on the interactions between students during the co-operative learning moments? From the analysis,
it appeared that the teachers’ instruction changed from direct instruction to a more process and group-oriented coaching style,
and that students started to work collaboratively, using the graphic calculator in an exploratory and investigative manner.
This more process and group-oriented coaching style may have supported the change in the interaction pattern during this school
year. The analysis showed that students gradually developed a more exploratory way of collaborating, confirming improved collaborative
learning. At the commencement of the school year, students were focused on each other and did not argue much, while at the
end, they were discussing with one another. 相似文献