全文获取类型
收费全文 | 1910篇 |
免费 | 7篇 |
专业分类
教育 | 1573篇 |
科学研究 | 36篇 |
各国文化 | 13篇 |
体育 | 244篇 |
综合类 | 2篇 |
文化理论 | 5篇 |
信息传播 | 44篇 |
出版年
2021年 | 8篇 |
2020年 | 4篇 |
2019年 | 12篇 |
2018年 | 32篇 |
2017年 | 28篇 |
2016年 | 19篇 |
2015年 | 26篇 |
2014年 | 65篇 |
2013年 | 452篇 |
2012年 | 81篇 |
2011年 | 73篇 |
2010年 | 80篇 |
2009年 | 86篇 |
2008年 | 38篇 |
2007年 | 39篇 |
2006年 | 54篇 |
2005年 | 19篇 |
2004年 | 10篇 |
2003年 | 6篇 |
2002年 | 11篇 |
2000年 | 18篇 |
1999年 | 17篇 |
1998年 | 17篇 |
1997年 | 15篇 |
1996年 | 41篇 |
1995年 | 90篇 |
1994年 | 46篇 |
1993年 | 50篇 |
1992年 | 60篇 |
1991年 | 55篇 |
1990年 | 38篇 |
1989年 | 16篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1984年 | 9篇 |
1983年 | 4篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 19篇 |
1979年 | 53篇 |
1978年 | 37篇 |
1977年 | 42篇 |
1976年 | 21篇 |
1975年 | 18篇 |
1974年 | 20篇 |
1973年 | 6篇 |
1972年 | 7篇 |
1971年 | 4篇 |
1962年 | 8篇 |
排序方式: 共有1917条查询结果,搜索用时 15 毫秒
51.
52.
Dr. Robert J. Masters 《Innovative Higher Education》1982,6(3):193-195
Since there is an increasing need for learning and relearning on the part of managers and executives, several business schools around the country have developed a program for offering seminars and workshops to the adult community for improving their level of supervisory, managerial, and executive performance. The purpose of this article is to lend assistance to those who are planning to embark upon this alternative higher education endeavor by sharing experiences from one institution. 相似文献
53.
Dr. Esther C. Garke 《Higher Education in Europe》1980,5(3):37-41
We have received numerous requests to present in “Higher Education in Europe”, in relatively short form, the main features of higher education systems in the different countries of the Unesco European Region.
As partial response to these requests, we present below a survey on the Swiss system of higher education, written for “Higher Education in Europe” by Dr. Esther C. Garke from the Swiss Federal Office for Education and Science, and CEPES Liaison Officer in Switzerland.
We also take this opportunity to invite our readers to provide us with papers or documents for similar presentations. 相似文献
54.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
55.
Dale D. Long Dr. Thomas G. Teates Paul F. Zweifel 《Journal of Science Teacher Education》1992,3(4):109-113
Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives
regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific
literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study
that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term
efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we
believe will enable the participants to make contributions to the improvement of scientific literacy for the students with
whom they work.
In short, we believe we have had two successful and worthwhile programs that have been useful and effective. 相似文献
56.
Dr. C. Paul Newhouse 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):209-219
This paper reports on the findings of a 1999 study that set out to investigate the current perceptions of students and teachers towards the use of portable computers at a secondary school. The aim was to compare these with the findings of a 1995 study carried out by the researcher at the same school. Data were collected from 102 Year Twelve students (17 year old), 104 Year Eight students (13 year old) and 40 teachers. The results indicated that for the Year Twelve students the computers had been of limited value while the Year Eight students appeared to be divided with about a quarter indicating negative attitudes. For the younger students the computers appeared to be used more often and for a greater range of tasks. Many teachers indicated concerns about the management of computers in the classroom and linking computer use to learning outcomes. These perceptions underline the need for targeted professional development, systematic support for the development of student computer-related skills, and changes in the curriculum towards more learner-centred approaches. 相似文献
57.
Dr. James E. Bruno 《The Urban Review》1995,27(2):101-120
“Doing time” is an expression that is generally associated with prisoners who are disconnected from society and find themselves
counting the days and minutes until their release from prison. In many respects, at-risk students attending our nation's large,
urban, inner-city middle and high schools also consider themselves as not being connected to school or society and to be “doing
time” in the classroom. Qualitative and subjective impressions of doing time at school have become the theme of many movies,
books, and research articles. This study extends this qualitative type of research by quantitatively framing time allocation
preferences and temporal dominance characteristics for a large sample of teacher-perceived “at-risk” students at several large
urban high school sites. A sample of normal attaining students at the same school site served as a comparison group. The findings
of this research effort generally support other more qualitative studies and indicate that there are strong preferences in
at-risk students toward nondirected time-consuming activities (i.e., hanging out, video games, watching TV, etc.) with low-directed
to nondirected time preference ratios. Normal attaining students had the reverse pattern, i.e., higher-directed to nondirected
time preference ratios and higher preferences toward directed time-consuming activities that might be associated with investments
in the schooling process (homework, studying, personal development, etc.). Interpretation of the circles test, a projective
psychological procedure for establishing temporal dominance for at-risk students, revealed a general lack of recognition and
connectiveness between past, present, and future events in their life and weak temporal dominance or orientation toward the
future. 相似文献
58.
ABSTRACT We applied the selection, optimization and compensation (SOC) model of successful aging to media use. Using a new self-report measure to assess selective and compensatory media use we illustrate the role of these media selection strategies in successful aging. In other words, we link compensatory and selective media use to different indicators of well-being among older nursing home residents and for a group of younger adults, which served as a comparison group. Selective media use was positively related to well-being for older, but not for younger adults, and compensatory media use was negatively related to well-being for both younger and older adults. In a second study, we replicated these findings with a sample of healthy older adults. 相似文献
59.
PD Dr. Ulrich Trautwein Kai Maaz Oliver Lüdtke Gabriel Nagy Nicole Husemann Rainer Watermann Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2006,9(3):393-412
Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden.
Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber
wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie,
die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen
und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen
sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig
zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische
Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden
wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t. 相似文献
60.
Professor Dr. Matti Koskenniemi Eivi Lihtonen M. Ed. 《Scandinavian Journal of Educational Research》2013,57(1):157-168
Gustafsson, J.‐E. Differential Effects of Imagery Instructions on Pupils with Different Abilities. Scandinavian Journal of Educational Research, 21, 157‐179. A study investigating interactions between imagery instructions and aptitude variables is presented. A group of seven fifth‐grade classes was given imagery instructions in the reading of a short text, while another group read the text in a regular way. Three different outcomes covering different types of learning were registered. Tests of verbal ability and spatial (or imagery) ability were used as aptitude variables. The data analysis indicated that there were differences for the girls between the treatment groups among the aptitude variables; the results for the girls thus had to be excluded. A positive effect of imagery instructions was found for boys high in verbal and imagery ability with respect to the acquisition of simple terms. For other outcomes and groups of subjects either no effect or a negative effect was found. 相似文献