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121.
Heleen A. Van der Stege Sander R. Hilberink Adriaan P. Visser AnneLoes Van Staa 《Sex education》2014,14(6):635-651
The objective of this study was to identify determinants of professionals’ intention to use the new board game SeCZ TaLK to facilitate sexual health discussions with young people with chronic health conditions and disabilities, and to gauge whether intention led to actual use. A cross-sectional web-based survey of 336 professionals before they received the game sought to measure their intention to use SeCZ TaLK, their attitudes towards discussing sexuality, social professional environment, self-efficacy, opinion on the feasibility of using the game and experience discussing sexuality. Actual use of SeCZ TaLK was assessed at follow-up (N = 105). Professionals with higher self-efficacy and more experience in discussing sexual health were more likely to intend to use the game. At follow-up, intention to use explained 21% of the variance in actual use. SeCZ TaLK fits easily into the daily practice of professionals working in assisted-living and day-care facilities; other professionals experienced greater difficulty integrating the game into their practice. Despite this, SeCZ TaLk was also used across a wide range of settings including in psycho-educational groups, group consultations in hospitals and group therapy in rehabilitation centres. Professionals appreciated the board game SeCZ TaLK, but actual use depended on their own motivation and skills and compatibility with work routines. 相似文献
122.
Dr. E. Dominique Klein Mirko Krüger Dr. Svenja M. Kühn Prof. Dr. Isabell van Ackeren 《Zeitschrift für Erziehungswissenschaft》2014,17(1):7-33
Statewide exit exams have become a central governance instrument at the end of secondary schooling in Germany. In the article, the current state of research in Germany is systematized from an international comparative perspective in relation to intended and unintended effects. Findings regarding state exam policies and effects at the school and instructional level are presented as an interim report on a comparably young field of research. The findings show differences by states, subjects and courses which suggest that there is no general effect of statewide exams. In this context, future research should account for the heterogeneity of exam procedures to a greater degree. 相似文献
123.
Jochen van der Burgt Junmin Li Christine Wilbertz Prof. Dr. Matthias Pilz 《Zeitschrift für Erziehungswissenschaft》2014,17(1):135-158
For many years the possible introduction of the German dual vocational education programme into other countries has been discussed. The transferability of the German vocational education and training system into other countries has been controversially discussed in the work of development assistance and in international comparative vocational education research for a long time, even though the empirical basis is quite narrow. The present study focuses on the vocational and training behaviours of German corporations in their subsidiaries in Japan, China and India. Even though all three nations are important countries for the German corporations the culture, the vocational education and employment systems are very different. Based upon the theory of the EPRG model in international management, this study analyses the vocational education and training activities and in terms of the EPRG model by interviews with experts. The findings indicate that a polycentric approach is used exclusively in India and to a significant extent in China. In Japan, in addition to the prevalent polycentric approach, there is also a strong influence of geocentric training styles. The similarities can be partly explained by the stronger focus on theoretical training institutions and a more academic attitude in society as a whole, which means that purely vocational training plays a marginal role with low esteem. In this context, it would be difficult to implement the German style of vocational education and training. 相似文献
124.
Exploring the validity of assessment in anatomy: Do images influence cognitive processes used in answering extended matching questions? 下载免费PDF全文
Marc A.T.M. Vorstenbosch Shifra T. Bouter Marianne M. van den Hurk Jan G.M. Kooloos Sanneke M. Bolhuis Roland F.J.M. Laan 《Anatomical sciences education》2014,7(2):107-116
Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists. 相似文献
125.
It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders. 相似文献
126.
Combining fiber dissection,plastination, and tractography for neuroanatomical education: Revealing the cerebellar nuclei and their white matter connections 下载免费PDF全文
Hisse Arnts Michiel Kleinnijenhuis Jan G.M. Kooloos Annelieke N. Schepens‐Franke Anne‐Marie van Cappellen van Walsum 《Anatomical sciences education》2014,7(1):47-55
In recent years, there has been a growing interest in white matter anatomy of the human brain. With advances in brain imaging techniques, the significance of white matter integrity for brain function has been demonstrated in various neurological and psychiatric disorders. As the demand for interpretation of clinical and imaging data on white matter increases, the needs for white matter anatomy education are changing. Because cross‐sectional images and formalin‐fixed brain specimens are often insufficient in visualizing the complexity of three‐dimensional (3D) white matter anatomy, obtaining a comprehensible conception of fiber tract morphology can be difficult. Fiber dissection is a technique that allows isolation of whole fiber pathways, revealing 3D structural and functional relationships of white matter in the human brain. In this study, we describe the use of fiber dissection in combination with plastination to obtain durable and easy to use 3D white matter specimens that do not require special care or conditions. The specimens can be used as a tool in teaching white matter anatomy and structural connectivity. We included four human brains and show a series of white matter specimens of both cerebrum and cerebellum focusing on the cerebellar nuclei and associated white matter tracts, as these are especially difficult to visualize in two‐dimensional specimens and demonstrate preservation of detailed human anatomy. Finally, we describe how the integration of white matter specimens with radiological information of new brain imaging techniques such as diffusion tensor imaging tractography can be used in teaching modern neuroanatomy with emphasis on structural connectivity. Anat Sci Educ. 7: 47–55. © 2013 American Association of Anatomists. 相似文献
127.
This article presents an exploratory study of e-mail use for reflective narration. Narration is viewed from three perspectives: the narrating act, the narrative statement, and the story. These perspectives are used to characterize the 69 e-mails that were exchanged between 13 groups of children from three primary schools. The findings show that e-mail narration has monologic and dialogic qualities, and leads to cognitive and personal reflections on the learning task. We conclude that e-mail can serve a meaningful function in a narrative curriculum aimed at experiential inquiry. In addition, we suggest a need for future research that adopts a broad view of learning that includes different kinds of dialogues and values affective as well as cognitive aspects of these dialogues. 相似文献
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The present study considered the reliability and validity of the 78-item revised version of the Multicultural Personality Questionnaire, a multidimensional instrument aimed at measuring multicultural effectiveness of expatriate employees and students. The questionnaire includes scales for cultural empathy, open-mindedness, emotional stability, social initiative and flexibility. Participants were native and foreign students of an international business school (N=171) in the Netherlands. The MPQ scales appeared to be more strongly predictive of adjustment of international students as compared to native students. Moreover, the instrument was able to explain variance in students’ adjustment beyond self-efficacy. 相似文献