全文获取类型
收费全文 | 1630篇 |
免费 | 32篇 |
国内免费 | 1篇 |
专业分类
教育 | 1273篇 |
科学研究 | 108篇 |
各国文化 | 23篇 |
体育 | 117篇 |
综合类 | 1篇 |
文化理论 | 16篇 |
信息传播 | 125篇 |
出版年
2023年 | 5篇 |
2022年 | 24篇 |
2021年 | 29篇 |
2020年 | 47篇 |
2019年 | 57篇 |
2018年 | 77篇 |
2017年 | 88篇 |
2016年 | 82篇 |
2015年 | 47篇 |
2014年 | 53篇 |
2013年 | 341篇 |
2012年 | 61篇 |
2011年 | 49篇 |
2010年 | 45篇 |
2009年 | 35篇 |
2008年 | 46篇 |
2007年 | 45篇 |
2006年 | 38篇 |
2005年 | 40篇 |
2004年 | 38篇 |
2003年 | 29篇 |
2002年 | 31篇 |
2001年 | 26篇 |
2000年 | 25篇 |
1999年 | 22篇 |
1998年 | 13篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 14篇 |
1993年 | 17篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 13篇 |
1989年 | 16篇 |
1988年 | 8篇 |
1987年 | 15篇 |
1986年 | 6篇 |
1985年 | 16篇 |
1984年 | 9篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1977年 | 7篇 |
1976年 | 10篇 |
1971年 | 4篇 |
1885年 | 5篇 |
1882年 | 4篇 |
1880年 | 5篇 |
排序方式: 共有1663条查询结果,搜索用时 15 毫秒
91.
Steve Shann Michele Bauer Rachel Cunneen Jaki Troy Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462
There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens. 相似文献
92.
Niek Wuyts Dorine Bruneel Myriam Meyers Etienne Van Hoof Leander De Vos Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409
The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here. 相似文献
93.
Monique Pijls Rijkje Dekker Bernadette Van Hout-Wolters 《Educational Studies in Mathematics》2007,65(3):309-329
The study focused on the interaction between two secondary school students while they were working on computerized mathematical
investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn
from one another, and how it may have hindered their learning process. The assumption was that interaction is beneficial for
students if they can perform certain key activities, namely showing, explaining, justifying, and reconstructing their work.
Both students attained mathematical level raising. However, the student who explained frequently and criticized himself attained
more mathematical level raising than the student who did not explain her work frequently or criticize herself. 相似文献
94.
Pigeons were trained in a duration-comparison procedure to peck one key if the comparison duration (c) was 1 sec shorter than a standard duration (s), and another key if c was 1 sec longer than s. During training, the s-c delay was 1 sec, and the total duration of an s-c pair was not predictive of the correct choice. In Experiment 1, during equal-duration pair test trials, pigeons increasingly
responded long (i.e., c τ s) as the s-c delay was lengthened. In Experiment 2, we demonstrated that s affected long responding on equal-duration test trials, even at the 8-sec s-c delay. In Experiment 3, long responding increased as the s-c delay was lengthened, even when stimulus conditions during the s-c delay differed from those during the intertrial interval (ITI). Additional analyses indicated that it was unlikely that the
increase in long responding was due to the pigeons’ adding the s-c delay to c and comparing the total against the duration of s. The increase in long responding with an increase in s-c delay is more consistent with subjective shortening of s than with confusion between the s-c delay and the ITI. 相似文献
95.
96.
97.
González-Forte Juan Manuel Fernández Ceneida Van Hoof Jo Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565
European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is... 相似文献
98.
Arslan Okan Haser Çiğdem Van Zoest Laura R. 《Journal of Mathematics Teacher Education》2022,25(4):429-452
Journal of Mathematics Teacher Education - To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two... 相似文献
99.
Two studies examine reactions to permitted (offered and permission granted), volunteered (given without offer or assent), and imposed advice (offered and given even though declined). In Study 1, participants’ ratings of advice quality and implementation intention were higher for volunteered and permitted than imposed advice. Only for a task that was highly personal did recipients have a significantly higher intention to use permitted than volunteered advice. Study 2 replicated results from Study 1 with a nonstudent sample. In addition, Study 2 found stronger differences between volunteered and permitted advice, with permitted advice rated more positively. Study 2 also examined the effect of using you pronouns, which have been linked to confrontation and criticism, when giving advice, but found no consistent effects on advice outcomes. 相似文献
100.
League tables that rank universities may use reputational measures, performance measures, or both. Each type of measure has
strengths and weaknesses. In this paper, we rank disciplines in Australian universities both by reputation, using an international
survey of senior academics, and with actual performance measures. We then compare the two types of measures to see how closely
they match. The criterion we use for both sets of measures is ‘international academic standing’. We find a high correlation
between the survey results and the various measures of research performance. We also find a correlation between the quality
of student intake and the survey rankings, but the satisfaction levels of recent graduates do not correlate well with the
rankings by academics. We then construct an overall measure of performance, which gives very similar rankings to the survey
results, especially for the top-ranked institutions.
相似文献
Ross WilliamsEmail: |