全文获取类型
收费全文 | 488篇 |
免费 | 11篇 |
国内免费 | 1篇 |
专业分类
教育 | 385篇 |
科学研究 | 33篇 |
各国文化 | 14篇 |
体育 | 34篇 |
文化理论 | 2篇 |
信息传播 | 32篇 |
出版年
2023年 | 5篇 |
2022年 | 9篇 |
2021年 | 9篇 |
2020年 | 21篇 |
2019年 | 24篇 |
2018年 | 32篇 |
2017年 | 35篇 |
2016年 | 18篇 |
2015年 | 17篇 |
2014年 | 33篇 |
2013年 | 91篇 |
2012年 | 13篇 |
2011年 | 11篇 |
2010年 | 21篇 |
2009年 | 14篇 |
2008年 | 16篇 |
2007年 | 23篇 |
2006年 | 5篇 |
2005年 | 14篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1996年 | 7篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1969年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1958年 | 1篇 |
1940年 | 1篇 |
1938年 | 1篇 |
1923年 | 1篇 |
1920年 | 1篇 |
1870年 | 1篇 |
排序方式: 共有500条查询结果,搜索用时 515 毫秒
61.
62.
Rhe study compares sign and oral language in terms of information transmission efficiency. The sample consisted of 36 hearing people with no knowledge of sign language and 36 deaf people reasonably fluent in sign language. (The deaf participants' level of hearing loss ranged from severe to profound.) Oral and sign language comprehension was assessed by means of texts at three different difficulty levels. After being exposed to the texts, the study participants had to tell what they had understood about them, answer a set of related questions, and offer a title for each text. When the hearing group's comprehension of oral versions of the texts was compared to the deaf group's comprehension of signed versions, the deaf group showed better comprehension of the explicit content of the texts but added more invented content and made more errors. 相似文献
63.
64.
65.
66.
Daryl Fischer 《Curator: The Museum Journal》2001,44(1):83-96
Abstract With shrinking resources and expanding agendas, more and more museums are relying on consultants to provide expertise when time and resources are critical. Consultants can also provide another benefit that has not been widely discussed within the museum community: professional development opportunities. For museum staff members the process of working side by side with consultants can create valuable learning experiences that multiply the value of consulting fees. When consultants collaborate with their clients they may serve as coaches, partners, mentors, questioners or change agents. This article gives examples of each model and suggests which are best suited to different types of projects, team configurations, staff experience levels and project timelines. It also discusses the kinds of institutional investment museums must make in order to realize this potential for capacity building. Planning and budgeting for value‐added consulting means not only setting aside money for fees, but also budgeting time and resources for collaboration between staff and consultants. 相似文献
67.
68.
Vivian Miu-Chi Lun Ronald Fischer Colleen Ward 《Learning and individual differences》2010,20(6):604-616
Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education. 相似文献
69.
The attenuation of an LiCl-induced conditioned taste aversion (CTA) by LiCl preexposure is mediated primarily by associative blocking via injection-related cues. Given that preexposure to morphine attenuates morphine-induced CTAs, it was of interest to determine whether injection cues also mediate this effect. Certain morphine-induced behaviors such as analgesic tolerance are controlled associatively, via injection-related cues. Accordingly, animals in the present experiments were preexposed to morphine (or vehicle) every other day for five total exposures, followed by an extinction phase, in which the subjects were given saline injections (or no treatment) for 8 (Experiment 1) or 16 (Experiment 2) consecutive days. All of the animals then received five CTA trials with morphine (or vehicle). The morphine-preexposed animals in Experiment 1 displayed an attenuation of the morphine CTA that was unaffected by extinction saline injections, suggesting that blocking by injection cues during morphine preexposure does not mediate this effect. All of the morphine-preexposed subjects in Experiment 2 displayed a weakened preexposure effect, an effect inconsistent with a selective extinction of drug-associated stimuli. The attenuating effects of morphine preexposure in aversion learning are most likely controlled by nonassociative mechanisms, like drug tolerance. 相似文献
70.
FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY 总被引:1,自引:0,他引:1
Knut Neumann Hans E. Fischer Alexander Kauertz 《International Journal of Science and Mathematics Education》2010,8(3):545-563
The German education system does not traditionally rely on standardized testing. However, when the Programme for International
Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries,
a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers
decided for a major reform of the education system. A core piece of this reform was the introduction of National Education
Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework.
That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models
of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education
system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of
the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally,
it provides insight into the issues with developing and benchmarking performance standards and points out future areas of
research on evidence-based decision making in educational policy. 相似文献