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A symmetry axiom for scientific impact indices 总被引:1,自引:0,他引:1
We provide a new axiomatic characterization of the Hirsch-index. This new characterization is based on a simple and appealing symmetry axiom which essentially imposes that the number of citations and the number of publications should be treated in the same way and should be measured in the same scale. 相似文献
155.
E. S. Tidningarnas Telegrambyrå Mats Knutson Jacob Sundberg Anki Gundhäll Professor Lars Gustafsson Alan Dershowitz Svante Nycander Bengt Johansson Magnus Eriksson Lotta Gustavson Marianne Gunnarsson Kristina Vallström Monique Wadsted Mary Ann Glendon Professor Gerhard Radnitzky Jescheck Anders Victorin Johan åsard Lars Isaksson 《Minerva》1991,29(3):321-385
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Gerhard Wegner 《中国科学院院刊(英文版)》2004,18(2)
My feeling is that we are on a good road,which has its origin in the history of our interaction, and leads straight ahead, into a new quality of research culture, resting on a sound basis of mutual trust and friendship. 相似文献
158.
Sabine Fabriz Charlotte Dignath-van Ewijk Gregory Poarch Gerhard Büttner 《European Journal of Psychology of Education - EJPE》2014,29(2):239-255
The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation. 相似文献
159.
Gerhard Fischer 《Distance Education》2014,35(2):149-158
Massive open online courses (MOOCs) have generated enthusiasm, excitement, and hype worldwide and recently increasing skepticism. They are being broadly discussed in the major news media (and to a smaller extent in academic circles). Rapidly increasing numbers of MOOC providers, MOOC courses and articles, discussion groups, and blogs discussing MOOCs are indicators of the involvement of many stakeholders. Most of these analyses and developments are based on economic perspectives (such as scalability, productivity, and being free) and technology perspectives (including platforms supporting large number of students in online environments, enrichment components such as forums, peer-to-peer learning support, and automatic grading). Few contributions analyze MOOCs from a learning science perspective and put them into a larger context with other approaches to learning and education. This commentary explores challenges derived from the perspective to conceptualize MOOCs as being one component in a rich landscape of learning. 相似文献
160.
Gabrielle Gerhard 《Community College Journal of Research & Practice》2014,38(2-3):208-217
The success of efforts to improve student outcomes in precollege mathematics at community colleges hinges on engaging and supporting non-tenure-track faculty [NTTF], who comprise a significant proportion of precollege instructional staff. Although research suggests weak departmental support and barriers and constraints to NTTF engagement, no studies have focused specifically on NTTF in the context of precollege mathematics reform in community colleges. This qualitative case study fills a gap in our understanding through interviews with seven tenure-track faculty [TTF] and 11 NTTF from three departments participating in the Washington State Rethinking Pre-College Mathematics grant. The case study examines the nature and effectiveness of strategies and incentives developed by TTF to engage their NTTF peers in department-led reform of precollege mathematics. Each department was successful in securing NTTF engagement across a broad spectrum, using strategies that included offering perquisites, professional development, and targeted instructional support. The NTTF detailed some changes in their practice, such as diversifying classroom instruction and approaches to assessment. Strategies that successfully initiated engagement (e.g., compensation) differed from those that sustained engagement, with the latter leveraging NTTF interest in growing professionally in order to improve student outcomes and build professional relationships with peers. Findings inform the delivery of NTTF professional development by suggesting that education and training expand beyond the delivery of new content to include relationship building with other faculty. The study's findings also consider NTTF professional development to be a shared responsibility among departments, colleges, systems, and NTTF. 相似文献