全文获取类型
收费全文 | 501篇 |
免费 | 9篇 |
专业分类
教育 | 446篇 |
科学研究 | 21篇 |
各国文化 | 2篇 |
体育 | 20篇 |
文化理论 | 6篇 |
信息传播 | 15篇 |
出版年
2023年 | 6篇 |
2022年 | 8篇 |
2021年 | 13篇 |
2020年 | 26篇 |
2019年 | 26篇 |
2018年 | 31篇 |
2017年 | 32篇 |
2016年 | 31篇 |
2015年 | 22篇 |
2014年 | 25篇 |
2013年 | 109篇 |
2012年 | 26篇 |
2011年 | 18篇 |
2010年 | 9篇 |
2009年 | 18篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 9篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1965年 | 2篇 |
排序方式: 共有510条查询结果,搜索用时 4 毫秒
101.
José-Luis Martínez Isabel Vicario-Molina Eva González Paola Ilabaca 《Infancia y Aprendizaje》2013,36(1):117-148
AbstractThis research has two main aims: a) the study of Spanish teachers’ training and attitudes towards sex education, as well as the delivery of this subject in classrooms, while also exploring the existence of differences according to personal and professional characteristics; and b) to examine the association between teachers’ training and attitudes, and the extent to which these variables predict the delivery of sex education. A total of 3,695 Infant, Primary, Secondary and High school teachers (66.1% women, 33.9% men) throughout the country completed a voluntary online questionnaire that inquired about their training and attitudes towards sex education, their delivery or non-delivery of this subject in classrooms, and other personal and professional characteristics. Analyses indicate that participants show positive attitudes towards sex education, but that 43.3% are not trained in this issue, and 48.6% do not teach it at school. Some significant differences by sex, educational stage and type of school have been found. In addition, trained teachers show more positive attitudes to sex education. Finally, having more positive attitudes and, to a lesser extent, having prior training, positively predicts the delivery of sex education. These results highlight the importance of reviewing and improving teachers’ training on sexuality and sex education, with particular emphasis on attitudinal contents. 相似文献
102.
Eva Kyndt 《International Journal of Lifelong Education》2013,32(5):681-699
Past research has shown that, as workers age, their participation in education and training declines, which is a problem in our fast changing society and economy. This study focuses on the stimulating and prohibiting reasons for participation in formal learning activities. It investigates whether employees in the second half of their career differ from their younger colleagues in terms of the reasons for participation in formal learning activities. 628 employees from the public health sector completed the questionnaire and after performing factor analysis, several ANOVA analyses were undertaken. Employees older and younger than 45 years of age and groups with varying levels of experience within their organisation (employees with more or less than 20 years service) were compared. Results showed that younger employees were more stimulated by their organisation’s steering than their older colleagues. However, younger employees were less keen than older employees to participate in formal learning due to the required investments of time, financial costs, distance and assignments. In comparing more and less experienced employees, it was found that employees with less experience were more stimulated by the organisational steering and wish to progress. More experienced employees were discouraged by dispositional barriers; for example, they felt that they had learned enough or could not learn any more and also dreaded the idea of ‘going back to school’. The differences found in this study support the statement that age and educational participation are not (or less) directly related than has been suggested. Rather, the differences between different age groups seem to be more related to differences in the personal or private lives of employees, while any differences between experienced and less experienced employees appeared to depend on job-related issues. 相似文献
103.
Xiaoyan Wang Yelin Su Stephen Cheung Eva Wong Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491
This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course. 相似文献
104.
Children prefer to learn from informants in consensus with one another. However, no research has examined whether this preference exists across cultures, and whether the race of the informants impacts that preference. In 2 studies, one hundred thirty‐six 4‐ to 7‐year‐old European American and Taiwanese children demonstrated a systematic preference for a consensus. Nevertheless, the initial strength and persistence of that preference depended on the racial composition of the consensus. Children's preference for consensus members belonging to the same race as themselves persisted even when only one consensus member remained to provide information. When the consensus consisted of different‐race informants, preference for the consensus was initially apparent but lost when only one member from the consensus remained with the dissenting informant. 相似文献
105.
Jo Ailwood Jo Brownlee Eva Johansson Charlotte Cobb-Moore Sue Walker Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education. 相似文献
106.
Fernando E. García-Muiña Eva Pelechano-Barahona José E. Navas-López 《The Journal of High Technology Management Research》2009,20(2):131-144
The current study analyzes the processes involved in obtaining technological innovations. Conclusive results are lacking in the literature, so this work defines and empirically tests a model of the relations between the firm's innovative capacity and the different ways of accumulating knowledge and the decision whether or not to codify it. Also, the model takes into account whether the innovations obtained are radical or incremental.The empirical study uses a sample of Spanish biotechnology firms, and the results show that accumulating knowledge using internal sources and not codifying it significantly improves the firm's capacity to develop radical innovations. The results also show that knowledge codification speeds up the development of incremental innovations. The relation between incremental innovations and the sources of knowledge is not so clear, although the results suggest the possible existence of a nonlinear relation between the two variables. 相似文献
107.
Student Motivation to Learn via Computer Conferencing 总被引:1,自引:0,他引:1
This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described. 相似文献
108.
109.
110.
Pat O’Connor Clare O’Hagan Eva Sophia Myers Liv Baisner Georgi Apostolov Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777
ABSTRACTThis article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM. 相似文献