全文获取类型
收费全文 | 2489篇 |
免费 | 40篇 |
国内免费 | 1篇 |
专业分类
教育 | 1808篇 |
科学研究 | 142篇 |
各国文化 | 23篇 |
体育 | 316篇 |
文化理论 | 63篇 |
信息传播 | 178篇 |
出版年
2023年 | 23篇 |
2022年 | 48篇 |
2021年 | 76篇 |
2020年 | 111篇 |
2019年 | 199篇 |
2018年 | 220篇 |
2017年 | 215篇 |
2016年 | 163篇 |
2015年 | 123篇 |
2014年 | 102篇 |
2013年 | 557篇 |
2012年 | 91篇 |
2011年 | 72篇 |
2010年 | 63篇 |
2009年 | 44篇 |
2008年 | 33篇 |
2007年 | 35篇 |
2006年 | 35篇 |
2005年 | 29篇 |
2004年 | 24篇 |
2003年 | 22篇 |
2002年 | 20篇 |
2001年 | 16篇 |
2000年 | 11篇 |
1999年 | 15篇 |
1998年 | 11篇 |
1997年 | 9篇 |
1996年 | 12篇 |
1995年 | 10篇 |
1994年 | 10篇 |
1993年 | 10篇 |
1992年 | 8篇 |
1991年 | 11篇 |
1990年 | 14篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 7篇 |
1986年 | 9篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1970年 | 5篇 |
1963年 | 3篇 |
排序方式: 共有2530条查询结果,搜索用时 15 毫秒
141.
João Alberto Arantes do Amaral Cristina Toshie Motohashi Matsusaki 《Educational Action Research》2017,25(2):280-299
In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1800 students from two universities and 40 community partners. The students developed real-life projects on behalf of institutions and non-governmental organizations located in the area that help people in need; we refer to these agencies as ‘community partners.’ We analyze the development of the course from a systemic perspective, making use of causal loop diagrams in order to understand the main driving dynamics. We discuss the results achieved by these projects and the benefits brought to the community partners. We also present testimony from the community partners themselves. We conclude by presenting the lessons we learned over the years we have been running this course. 相似文献
142.
Elia Fernández-Díaz Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2017,25(1):56-70
The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training. 相似文献
143.
Ferradás María del Mar Freire Carlos Núñez José Carlos 《European Journal of Psychology of Education - EJPE》2017,32(4):669-686
European Journal of Psychology of Education - This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies... 相似文献
144.
Renato Soleiman Franco Camila Ament Giuliani dos Santos Franco Olívia Pestana Milton Severo Maria Amélia Ferreira 《Assessment & Evaluation in Higher Education》2017,42(5):737-755
The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy. 相似文献
145.
Pedro Rosário Julia Högemann José Carlos Núñez Guillermo Vallejo Jennifer Cunha Vera Oliveira Sonia Fuentes Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032
Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing. 相似文献
146.
AbstractThis issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed. 相似文献
147.
148.
149.
Patrocinio Zaragoza-Sáez Enrique Claver-Cortés Bartolomé Marco-Lajara Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501
Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper. 相似文献
150.
Organized research units—also known as centers, institutes, and laboratories—are increasingly prominent in the university.
This paper examines how ORUs emerge to promote global agendas and international collaborations in an academic health center
in North America. The roles these units play in helping researchers work across institutional and national boundaries are
identified and analyzed. The concept of boundary organizations is employed to explain the features of ORUs and the challenges
they face. Findings provide insight into how such units operate between local and global mandates, interest groups, and sources
of influence, helping to extend university research into the global space. 相似文献