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541.
A rich body of research on streaming or tracking conducted mainly in the USA and UK suggests that teachers have lower expectations of students in lower education streams and adapt their curriculum and pedagogy in line with such expectations. Recent large‐scale quantitative research conducted in Flanders (Belgium) shows that teachers teaching in lower status technical/vocational streams share a lower ‘study culture’ and perceive their students as less teachable than teachers teaching higher status general education students, which in turn influences students’ educational outcomes. This research builds on these studies by using data from qualitative interviews with secondary school teachers in two Flemish secondary schools to explore teachers’ perceptions of students in different streams and their adaptations in terms of curriculum and pedagogy. In addition, the relationship between students’ educational achievement and stream allocation is analysed using survey data collected in these two Flemish schools. The results further support the findings of research in this area but also suggest that stratification occurs within streams. Furthermore, students from different streams are perceived to value different forms of cultural and social capital, suggesting the prevalence of social class cultures in different streams. The conclusions discuss implications for further research on streaming or tracking in (Flemish) secondary schools. 相似文献
542.
Recent technological advances are rekindling educational interest in hypervideo (HV). HV provides a good opportunity for enhanced teaching and learning thanks to its affordances for interactivity (advanced navigation control, hyperlinking with supplementary materials, and communication options). This study investigated how these functionalities can be employed in a vocational education context by examining the design of three prototypical HV lesson scenarios (expository, individual learning, and collaborative learning) and comparing their effectiveness with that of a traditional lesson. Effects on motivation and knowledge acquisition were assessed. Results indicated that the HV lessons supported learning more effectively than traditional lessons. On a delayed posttest, all experimental conditions scored significantly higher than the control condition. The special benefits of HV use for expository instruction are singled out for discussion. This study provides an encouraging starting point for scholars who would like to investigate the functional integration of HV in educational practices. 相似文献
543.
This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean test scores. Path analysis findings indicate that changes in student populations bring about instant changes in school averages. However, the impact of these changes is strongly mitigated by the effects of school results in the past. This reveals long-lasting effects of student population characteristics via past performance and explains the relative stability in raw output measures over time to a considerable extent. 相似文献
544.
Teacher Education for Research‐based Practice in Expanded Roles: Finland's experience 总被引:3,自引:0,他引:3
Ian Westbury Sven‐Erik Hansén Ole Björkvist 《Scandinavian Journal of Educational Research》2013,57(5):475-485
Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education. 相似文献
545.
Hans Jochen Scholl Herbert Kubicek Ralf Cimander Ralf Klischewski 《Government Information Quarterly》2012
In recent years, government agencies on all levels and in all branches have increasingly engaged in harmonizing business processes, standardizing information sharing, and interoperating their information systems, which indicates a rising need for intra- and inter-government collaboration. Simultaneously, the technical capacity for process integration, information sharing, and system interoperation/interoperability (INT-IS-IOP) has also greatly increased. While a number of INT-IS-IOP projects have faced serious challenges leading to problematic project outcomes, other projects have produced the desired results. Using the amended Scholl/Klischewski (2007) framework this study systematically analyzes documents of nineteen cases of mostly successful projects, which were carried out across Europe. Based on the results of this analysis, we identify and document key foci and characteristics of successful projects. The comparative case analysis also helps assess the explanatory power of the Scholl/Klischewski framework, its applicability to practice, and its utility for evaluative purposes. 相似文献
546.
Maria Rupprecht Josef Strasser Hans Gruber Christian Harteis 《Vocations and Learning》2010,3(1):39-54
Team leaders are expected to adequately analyse team conflicts. Both content and analytical depth of cognitive processes determine
team leaders’ performance and are assumed to differ with level of expertise. A study is reported in which team leaders at
four different levels of expertise (novices, semi-experts, experts, mediators) were compared in their analysis of a team conflict
presented in a computer-based simulation. Few differences were found between novices and semi-experts, whereas team leaders
and mediators differed both in content and in analytical depth of cognitive processes. It is not the amount of practice time
itself, which substantially impacts the content and depth of team leaders’ analyses of conflicts. Rather the quality of experience
is crucial for developing the ability to conduct an elaborated analysis of team conflicts. 相似文献
547.
Hans Geleijnse 《Learned Publishing》1996,9(4):225-232
Gives an overview of the current situation in the development of the Digital Library at Tilburg University, addressing positive experiences as well as problems, and focusing on the online provision of primary information to end–users, both of journal articles and of papers produced by the institution’s own researchers. The first results of the electronic use of our Elsevier journals are described, and the policy of libraries with respect to publishers considered. 相似文献
548.
549.
'NO OPINION'-FILTERS: A COGNITIVE PERSPECTIVE 总被引:1,自引:0,他引:1
Research on the use of no opinion-filters suggeststhat respondents are the less likely to offer a substantiveresponse the more strongly the filter question is worded. Aseries of experiments is reported that demonstrates that filterquestions influence respondents' perception of their task: themore strongly the filter question is worded, the more respondentsassume that they will have to answer difficult questions, andthat they may not have the required knowledge. Accordingly,filter questions discourage respondents from offering globalopinions that they may hold. In line with this assumption, allrespondents who reported not having an opinion in response toa filter question, subsequently provided substantive responseson a global opinion questionpresumably because the globalquestion asked was less demanding than expected on the basisof the filter. Analyses of these substantive responses indicatedthat respondents who initially reported not having an opiniondiffered from respondents who reported having one. Methodologicalimplications of these findings for the use of filter questionsand for research on the nature of floating arediscussed. 相似文献
550.
Steve Chinn Donna McDonagh Rob van Elswijk Hans Harmsen Julie Kay Therese McPhillips Angela Power & Les Skidmore 《British Journal of Special Education》2001,28(2):80-85
The project reported here was designed to explore the cognitive style used by pupils with dyslexia when answering a range of mathematical questions. The research involved 132 pupils aged between 9 and 13 years, including 66 pupils in mainstream and 66 pupils in specialist schools, in three countries in Europe.
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners. 相似文献
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners. 相似文献