全文获取类型
收费全文 | 255篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 137篇 |
科学研究 | 26篇 |
各国文化 | 6篇 |
体育 | 64篇 |
文化理论 | 6篇 |
信息传播 | 22篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 17篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 29篇 |
2016年 | 21篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 57篇 |
2012年 | 15篇 |
2011年 | 11篇 |
2010年 | 5篇 |
2009年 | 7篇 |
2008年 | 3篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 5篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1987年 | 1篇 |
1985年 | 3篇 |
1983年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有261条查询结果,搜索用时 0 毫秒
81.
Javier Vidal 《European Journal of Education》2003,38(3):301-313
82.
Ana Iglesias Javier Jiménez Pablo Revuelta Lourdes Moreno 《Interactive Learning Environments》2016,24(4):829-843
Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for all. This project proposes two main accessible initiatives: (1) real-time captioning and text-to-speech (TTS) services in the classroom and (2) accessible Web-learning platform out of the classroom with accessible digital resources. This paper presents the inclusive initiatives of APEINTA. Also an evaluation of the into-the-classroom initiative (real-time captioning and TTS services) is presented. This evaluation has been conducted during a regular undergraduate course at a university and during a seminar at an integration school for deaf children. Forty-five hearing students, 1 foreign student, 3 experts in captioning, usability and accessibility, and 20 students with hearing impairments evaluated these services in the classroom. Evaluation results show that these initiatives are adequate to be used in the classroom and that students are satisfied with them. 相似文献
83.
Maria Julia Hermida Maria Soledad Segretin Diego Edgar Shalom Matías Lopez‐Rosenfeld Marcelo Claudio Abril Sebastin Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2020,14(1):61-70
Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions. 相似文献
84.
Part‐time study is one of the foci of the widening participation agenda in the UK. The experiences of part‐time students, however, have received remarkably little attention from scholars, especially in a comparative context. This paper explores existing historical data going back over a decade to identify the main themes of part‐time experience at a number of UK higher education institutions and how it compares and contrasts with the full‐time experience. The surveys use the Student Satisfaction Approach. The main themes emerging from institutional survey data over time are the work/family/study balance, assessment and feedback, access to learning and catering resources, and students' financial situation. There is sometimes a question of identity, but unlike many studies of part‐time student experience, which focus on aspects of disadvantage, social, and cultural capital, the data for this paper indicate that many part‐time students have a sense of themselves as being ignored or at worst marginalised in contemporary higher education. 相似文献
85.
86.
87.
Juan Jesús Martín-del-Rio Vicente Flores-Alés Francisco Javier Alejandre-Sánchez Fco. Javier Blasco-López 《文物保护研究》2013,58(6):363-372
ABSTRACTThe goal of this research is to propose a new method of characterizing rammed-earth walls. Based on their historic building materials properties, five broad test groups were established for the characterization: chemical and mineralogical composition, physical properties, mechanical properties, particle size distribution, and dating. These determinations can, in turn, be grouped into two different types: instrumental techniques such as XRF, XRD, and SEM-EDX, as well as adaptations of standard methods (mainly UNE-EN standards) for application to these materials. As case studies where the proposed method is applied, we present our research on the rammed-earth walls in the ramparts of Seville and Malaga (Spain), clearly showing the method’s capacity for comparing and differentiating different rammed-earth walls. 相似文献
88.
¿Qué ocurre cuando un niño comprende o no comprende? ¿Cómo se explica psicológicamente el proceso de comprensión de un texto? Después de aportar una base a ese nivel, el autor construye sobre ella en este artículo un programa de instrucción para mejorar las habilidades de comprensión y un método de evaluación de esas habilidades. 相似文献
89.
AbstractIn this article we describe the reading comprehension teaching practices of three Chilean teachers, to contrast them with the proposed guidelines from the Chilean Ministry of Education. To do this, we have analysed what contexts of interaction were created in the classroom and which reading processes were promoted by the questions the students were asked. The results show how the teachers’ practices were closer to the ministerial guidelines when they were asked to create specific contexts of interaction, but deviated from these guidelines when the objective was to promote a reflective and critical understanding of the texts. 相似文献
90.
Francisco Javier Blasco-López Francisco Javier Alejandre Sánchez 《Journal of Cultural Heritage》2013,14(2):169-173
Plasterwork, a very typical element of Islamic art, comprises highly artistic decorative elements on wall, arches, and vaults. Due to their gypsum composition, such elements are easily weathered, primarily because of low mechanical strength and slight solubility in water. This work has studied the traditional Islamic plasterwork in the halls and patios of the Mudéjar Palace (13–16th centuries) in the Real Alcázar of Seville. This palace complex was declared a World Heritage Site by UNESCO in 1987. The analysis of its porosity and shore C surface hardness has allowed determination of the mathematical correlation between them. Consequently, future evaluations can merely measure the hardness (a non-destructive test) to estimate the plasterwork's porosity (which reveals its mechanical strength and its degree of weathering). These elements must be maintained in order to prevent the spread of pathologies. In addition to requiring an in-depth knowledge of its materials, application techniques, and properties, to do so also demands simple techniques for regular assessments and criteria to prioritize interventions if they become necessary. 相似文献