全文获取类型
收费全文 | 1418篇 |
免费 | 26篇 |
国内免费 | 1篇 |
专业分类
教育 | 1096篇 |
科学研究 | 82篇 |
各国文化 | 19篇 |
体育 | 108篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 126篇 |
出版年
2023年 | 6篇 |
2022年 | 19篇 |
2021年 | 27篇 |
2020年 | 41篇 |
2019年 | 40篇 |
2018年 | 60篇 |
2017年 | 74篇 |
2016年 | 74篇 |
2015年 | 39篇 |
2014年 | 42篇 |
2013年 | 285篇 |
2012年 | 46篇 |
2011年 | 38篇 |
2010年 | 43篇 |
2009年 | 29篇 |
2008年 | 45篇 |
2007年 | 42篇 |
2006年 | 33篇 |
2005年 | 38篇 |
2004年 | 37篇 |
2003年 | 26篇 |
2002年 | 29篇 |
2001年 | 22篇 |
2000年 | 24篇 |
1999年 | 18篇 |
1998年 | 12篇 |
1997年 | 8篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 13篇 |
1993年 | 17篇 |
1992年 | 8篇 |
1991年 | 11篇 |
1990年 | 13篇 |
1989年 | 13篇 |
1988年 | 7篇 |
1987年 | 15篇 |
1986年 | 5篇 |
1985年 | 15篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1979年 | 8篇 |
1977年 | 6篇 |
1976年 | 10篇 |
1974年 | 4篇 |
1971年 | 4篇 |
1885年 | 5篇 |
1882年 | 4篇 |
1880年 | 5篇 |
排序方式: 共有1445条查询结果,搜索用时 15 毫秒
981.
By definition and purpose, education is the development of human capital towards meeting the individual and social needs of learners and their societies. This transdisciplinary collaboration parallels the underpinning principle of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites and enskilment canons. Central to both is legitimation of knowledge acquisition from communities of practice or sites and ‘knowers’ (Mphahlele, 1992) ‘outside formal institutions’ of teaching/learning. Considered and termed ‘informal’ and by deduction, less legitimate for meritorious enskilment, the 62 and 65 decrees a transformative paradigm and method of validating these sites and their skills production. SAQA highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. This post-colonial mandate thus centres the Recognition of Prior Learning (RPL) as an acknowledgement of multiple foci of skills production, decreeing their overdue certification, as in our case study of the Van Wyk situation. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession. It subscribes therefore to the canon of different ‘ways of knowing’ (Mosala, 1998). Van Wyk's narrative exemplify the merits of ‘outside-institutions’ learning and enskilment to various levels of complexity. The objective of such legitimation is that certification provides credibility and legitimacy, thereby widening the marketability of apprentices' skills. The social recognition and accorded certification thereof carries uncontested confirmation of expertise. 相似文献
982.
Mac Van Tieni 《职业技术教育》2010,31(24)
越南职业培训与企业间关系综合评价
<2001-2010教育发展战略>指出,教育和培训,特别是职业培训,从总体上应适应社会的需求.因此,职业培训不仅是国家的责任,也需要产业界共同努力,以改善劳动力素质,满足新经济对人力资源越来越高的要求.现在的总体趋势是,企业不仅培养新工人,也对原有职工进行再培训(在职培训、现场培训等),以使生产工人的技能跟上生产技术变化的步伐.在岗培训为技术工人提供了直接改善他们工作场所技能的机会.这种培训由该企业或工厂熟练技师或是培训中心具有资格的培训教师进行授课,学习者在培训中心学习理论,在企业或工厂进行实践. 相似文献
983.
H. Van Der Schaaf J. Tramper R. Hartog M. Vermuë 《European Journal of Engineering Education》2006,31(5):619-629
One of the objectives of the process technology curriculum at Wageningen University is that students learn how to design mathematical models in the context of process engineering, using a systematic problem analysis approach. Students find it difficult to learn to design a model and little material exists to meet this learning objective. For these reasons, a set of digital tools has been developed to support students when learning to design mathematical models. The set of tools enables a process engineering student to do each step in the systematic approach for designing models while providing feedback on the actions of the student.
The current paper describes both the system, the underlying design decisions and how one such case is used in a regular educational setting. Evaluation after use in a regular educational setting shows that students are very positive about the fact that there is feedback on every step of the design process and that there is no need to deal with complicated mathematics. 相似文献
984.
Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory and social control theory, give rise to misconduct. Multilevel analyses of data (2004–2005) from 11,844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct. 相似文献
985.
Joan Conway Dessinger James L. Moseley Darlene M. Van Tiem 《Performance Improvement》2012,51(3):10-17
This commentary is part of an ongoing dialogue that began in the October 2011 special issue of Performance Improvement—Exploring a Universal Performance Model for HPT: Notes From the Field. The authors feel that the performance improvement/HPT model in its past, present, and potential future iterations is not the only model for our field; however, it makes a systematic and flexible contribution to the field. 相似文献
986.
This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member memories and what it has meant to each of this column's contributors. If you would like to add to the discussion, please contact the PI journal editor: publications@ispi.org 相似文献
987.
988.
The aim of this study was to investigate the throwing velocity and kinematics of overarm throwing in team handball of elite female and male handball players. Kinematics and ball velocity of a 7 metre-throw in eleven elite male (age 23.6 ± 5.2 yr, body mass 87.0 ± 6.8 kg, height 1.85 ± 0.05 m) and eleven elite female (age 20.3 ± 1.8 yr, body mass 69.9 ± 5.5 kg, height 1.75 ± 0.05 m) team handball players were recorded. The analysis consisted of maximal joint angles, angles at ball release, maximal angular velocities of the joint movements, and maximal linear velocities of the distal endpoints of segments and their timing during the throw. The ball release velocity of the male handball players was significantly higher than the females (21.1 vs. 19.2 m · s(-1); p < 0.05). No major differences in kinematics were found, except for the maximal endpoint velocities of the hand and wrist segment, indicating that male and female handball players throw with the same technique. It was concluded that differences in throwing velocity in elite male and female handball players are generally not the result of changes in kinematics in the joint movements. 相似文献
989.
Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and
longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1
were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher education programme. 236
student teachers participated in study 2. Vermunt’s’ Inventory of Learning Styles was used to assess differences in learning
patterns. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning
patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning
patterns are however more subject to change than others. The development of learning patterns was found to be relative and
dependent on the learning pattern which students have already mastered in the first-year of a teacher education programme. 相似文献
990.
Wil Meeus Peter Van Petegem Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413
This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed. 相似文献