全文获取类型
收费全文 | 1835篇 |
免费 | 36篇 |
专业分类
教育 | 1408篇 |
科学研究 | 80篇 |
各国文化 | 5篇 |
体育 | 228篇 |
综合类 | 1篇 |
文化理论 | 42篇 |
信息传播 | 107篇 |
出版年
2023年 | 15篇 |
2022年 | 34篇 |
2021年 | 39篇 |
2020年 | 55篇 |
2019年 | 129篇 |
2018年 | 151篇 |
2017年 | 133篇 |
2016年 | 140篇 |
2015年 | 63篇 |
2014年 | 83篇 |
2013年 | 352篇 |
2012年 | 60篇 |
2011年 | 40篇 |
2010年 | 56篇 |
2009年 | 39篇 |
2008年 | 32篇 |
2007年 | 31篇 |
2006年 | 27篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 24篇 |
2002年 | 23篇 |
2001年 | 19篇 |
2000年 | 10篇 |
1999年 | 9篇 |
1998年 | 14篇 |
1997年 | 15篇 |
1996年 | 10篇 |
1995年 | 14篇 |
1994年 | 14篇 |
1993年 | 8篇 |
1992年 | 11篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 7篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1974年 | 5篇 |
1973年 | 9篇 |
1972年 | 6篇 |
1966年 | 4篇 |
1957年 | 5篇 |
1956年 | 5篇 |
排序方式: 共有1871条查询结果,搜索用时 328 毫秒
931.
932.
Andreas Gegenfurtner Anna Siewiorek Erno Lehtinen Roger Säljö 《Vocations and Learning》2013,6(1):37-54
Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed. 相似文献
933.
Markus Nivala Erno Lehtinen Laura Helle Pauliina Kronqvist Jorma Paranko Roger Säljö 《Anatomical sciences education》2013,6(6):361-367
Over the years, the role and extent of the basic sciences in medical curricula have been challenged by research on clinical expertise, clinical teachers, and medical students, as well as by the development and diversification of the medical curricula themselves. The aim of this study was to examine how prior knowledge of basic histology and histopathology among students predicts early learning of diagnostic pathology. Participants (N=118, representing 91% of the full student cohort) were medical students at the University of Turku, Finland. Data were collected during two preclinical courses that students attended in their first and second years of medical school. The measurements included tests on biomedical and clinical knowledge and a performance test in diagnostic pathology. Second‐year performance on the diagnostic pathology examinations was predicted by the students' prior knowledge of histology, but not by the students' prior knowledge of histopathology. Although earlier research has demonstrated similar results in studies with shorter longitudinal designs, the present study demonstrates that the effect remains even if there is a considerably long time delay (a year) between the measurements, thus confirming the long‐term value of basic science studies in the preclinical phase. Anat Sci Educ 6: 361–367. © 2013 American Association of Anatomists. 相似文献
934.
Thea Lindquist Michael Dulock Juha Törnroos Eero Hyvönen Eetu Mäkelä 《Cataloging & classification quarterly》2013,51(8):913-928
Using online primary sources is both rewarding and challenging for users. Improving subject access is essential as these sources become increasingly important in educational curricula. A user needs assessment with humanities users showed improving findability and context for historical subjects were major needs. Linked Data can help by linking related concepts in the sources using specialized vocabularies, enriching them with outside resources, and enabling semantic services that empower users. This article discusses a project to enhance subject access in an online World War I collection by deep linking historical data on the civilian experience in occupied Belgium and France. 相似文献
935.
Non-determinism is one of the most important, yet abstract, recurring concepts of Computer Science. It plays an important role in Computer Science areas such as formal language theory, computability theory, distributed computing, and operating systems. We conducted a series of studies on the perception of non-determinism. In the current research, we studied and analyzed undergraduate Computer Science students' solutions to assignments in a course on automata and formal languages. Our findings shed some light on students' perceptions of non-determinism, their tendency to use non-determinism, and the characteristics of their non-deterministic solutions. This paper describes the current research and its results, and suggests several teaching applications. 相似文献
936.
Bodo Eckert Sebastian Gröber Hans-Jörg Jodl 《The American journal of distance education》2013,27(3):125-138
Abstract This article describes three connected projects in physics: (1) a very successful course at the university level; (2) a collection of several thousand multimedia materials, its status and evaluation, and its dissemination; and (3) Web experiments—experiments that can be operated remotely from a distance via the Internet. 相似文献
937.
In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change. 相似文献
938.
Editorial comment and summaries English Drs Kjöllerström and Lybeck present here a brief report of their European survey of master's and doctoral dissertations in science education, undertaken subsequently to a workshop on Research in Science Education in Europe held at Malente, FR Germany in 1976. The full report of their survey has recently been published by the Institute for Science Education (IPN), Kiel, FR Germany. The article published here reports on the distribution, size and organization of science education research groups, their areas of research interest and higher degree programmes. It also surveys the main areas of science education research at master's and doctoral level undertaken during the period 1971‐1976, and the employment taken up by master's and doctoral students upon completion of their studies. 相似文献
939.
Casper Andersen Jakob Bek-Thomsen Mathias Clasen Stine Slot Grumsen Hans Henrik Hjermitslev Peter C. Kjærgaard 《Science & Education》2013,22(3):657-675
Studies in the history of science and education have documented that the reception and understanding of evolutionary theory is highly contingent on local factors such as school systems, cultural traditions, religious beliefs, and language. This has important implications for teaching evolution in primary and secondary schools. No universal strategy can be applied in overcoming the barriers of learning that exist and that are part of the practical and daily life in classrooms all over the world. In light of this, a huge challenge is to make high standard teaching materials fit to specific target audiences readily available. As more and more schools require teachers to use low cost or free web-based materials, in the research community we need to take seriously how to facilitate that demand in communication strategies on evolution. This article addresses this challenge by presenting the learning experience of making a digital archive of Danish Darwin editions that marked the beginnings of a series of public engagement and teaching initiatives including, among other things, comprehensive new websites, exhibits, lecture series, television documentaries, and a computer game. 相似文献
940.
K. Weltner H. Liebig D. Halbow U. Maichle H. Reitz G. Schönfeld 《International Journal of Science Education》2013,35(2):183-189
Summaries English This article describes the results of an extensive study, which examined the interests of intermediate‐level secondary students, from the State of Hesse in the Federal Republic of Germany, in aspects of physics and technology. Both boys and girls show greater interest in technological issues than in issues of pure physics. This distribution of interest is in contrast to the importance accorded to these subjects in school curricula. Children from rural areas seem to have a slightly better background of experiences involving knowledge of physics and technology than children from urban areas. A correlation was found to exist between out‐of‐school activities concerned with technology and the natural sciences, and academic achievement as measured by students’ physics grades. Girls display a general interest in natural phenomena which are not sufficiently covered by physics curricula. 相似文献