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41.
This study examines key school reform policies and outcomes of the USA and Korea over the past three decades from comparative perspectives. Since the two nations’ unique educational problems brought divergent educational reform paths—standardization versus differentiation, high-stakes testing versus individualized assessment, and centralization versus decentralization—the study tracks international policy benchmarking efforts and potential impact on educational convergence. The study employs mixed methods, including the content analysis of research and media documents and the trend analysis of TIMSS and PISA datasets. The results indicate that, despite significant changes in policy discourse, the gaps between Korea and the USA in student math achievement and school climates did not narrow. The policy lessons from these cases and the issues of international education benchmarking are discussed. 相似文献
42.
This study scrutinizes Asia Pacific Education Review (APER) that has been weathered 13 years of journey from its inception. Numerically, 504 peer-reviewed articles have been published so far, and 0.5 of impact factor has been achieved. This article recollects the history of APER, overhaul the accomplishment and shortcomings of it. Through an overview of the annually submitted and published articles, 14 domains of research area, research methods, and the demographics of contributors were examined; 30 nationalities of authors’ papers were published, and 2/3 of articles used quantitative research method. The most published domains were educational administration and policy, educational psychology and special education, and higher education; however, the most cited articles covered all research area of education impartially. This study also suggested APER’s contribution to the advancement of education research community internationally and interdisciplinarily. 相似文献
43.
44.
In this paper, we provide a new insight into clustering with a spring–mass dynamics, and propose a resulting hierarchical clustering algorithm. To realize the spectral graph partitioning as clustering, we model a weighted graph of a data set as a mass–spring dynamical system, where we regard a cluster as an oscillating single entity of a data set with similar properties. And then, we describe how oscillation modes are related with eigenvectors of a graph Laplacian matrix of the data set. In each step of the clustering, we select a group of clusters, which has the biggest number of constituent clusters. This group is divided into sub-clusters by examining an eigenvector minimizing a cost function, which is formed in such a way that subdivided clusters will be balanced with large size. To find k clusters out of non-spherical or complex data, we first transform the data into spherical clusters located on the unit sphere positioned in the (k−1)-dimensional space. In the sequel, we use the previous procedure to these transformed data. The computational experiments demonstrate that the proposed method works quite well on a variety of data sets, although its performance degrades with the degree of overlapping of data sets. 相似文献
45.
朴年东 《大同职业技术学院学报》2005,(4)
新开发的炭素纤维与以往的CFS在材料力学上性质相等,施工性和母材的附着功能强,补强效果提高.本文通过使用这一新材料进行钢筋混凝土褓的破坏实验,试图证明其在耐力和柔韧性等方面的改善作用. 相似文献
46.
Keith Park 《British Journal of Special Education》1997,24(3):108-114
Keith Park, a teacher of children with visual impairments and learning disabilities, provides an analytical review of the literature on objects of reference in order to formulate a model of object use in communication. Peirce's (1932) three categories of sign (index, icon and symbol) are suggested as a method of providing a developmental framework for the use of objects of reference. 相似文献
47.
Zheng-Guang Wu Ju H. Park Hongye Su Jian Chu 《Journal of The Franklin Institute》2012,349(6):2136-2150
In this paper, the problem of stochastic stability analysis is considered for piecewise homogeneous Markovian jump neural networks with both discrete and distributed delays by use of linear matrix inequality (LMI) method. Based on a Lyapunov functional that accounts for the mixed time-delays, a delay-dependent stability condition is given, which is formulated by LMIs and thus can be easily checked. Some special cases are also investigated. Finally, a numerical example is given to show the validness of the proposed result. 相似文献
48.
Kwon YH Como CS Singhal K Lee S Han KH 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):127-148
The purposes of this study were (1) to determine the functional swing plane (FSP) of the clubhead and the motion planes (MPs) of the shoulder/arm points and (2) to assess planarity of the golf swing based on the FSP and the MPs. The swing motions of 14 male skilled golfers (mean handicap = -0.5 +/- 2.0) using three different clubs (driver, 5-iron, and pitching wedge) were captured by an optical motion capture system (250Hz). The FSP and MPs along with their slope/relative inclination and direction/direction of inclination were obtained using a new trajectory-plane fitting method. The slope and direction of the FSP revealed a significant club effect (p < 0.001). The relative inclination and direction of inclination of the MP showed significant point (p < 0.001) and club (p < 0.001) effects and interaction (p < 0.001). Maximum deviations of the points from the FSP revealed a significant point effect (p < 0.001) and point-club interaction (p < 0.001). It was concluded that skilled golfers exhibited well-defined and consistent FSP and MPs, and the shoulder/arm points moved on vastly different MPs and exhibited large deviations from the FSP. Skilled golfers in general exhibited semi-planar downswings with two distinct phases: a transition phase and a planar execution phase. 相似文献
49.
The purpose of this case study, informed by a Lakatosian perspective, is to identify how an alternative conception that originates in present learning but is related directly to subsequent learning contexts can be constructed. Before the study, one of the authors found by accident that a student who had learned about Avogadro's principle and chemical reaction in South Korea constructed an alternative conception related to the volume of gas. Later, we identified seven Korean high school students with the alternative conception through a test and analyzed their underlying understandings qualitatively through interviews. The results show that they had a scientific conception—core conception—and intuitive assumptions about implicit information of external representations—implicit assumptions—in common. The students' implicit assumptions could be divided into three types again: core assumption, auxiliary assumption, and context-inducing assumption. The core assumption, like the core conception, played a significant role in constructing the alternative conception (hard core), while the auxiliary assumptions were incomplete implicit assumptions to protect the alternative conception (protective belt). The context-inducing assumption was an implicit assumption bringing the context of the subsequent curriculum, and the core conception and the core assumption could be interpreted in this induced context. At the end of the study, the implications related to learning progressions were discussed. 相似文献
50.
Insim Park 《Educational Research and Evaluation》2013,19(5):461-485
This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational variables, teacher commitment, and student achievement were analyzed by a 2-level hierarchical linear modeling method. As the results, the greater portions of teacher commitment and student achievement variances were within schools. The individual and organizational variables had differential impacts on each teacher commitment dimension. Finally, while teacher commitment effects on student achievement were differentially found depending on teacher commitment dimensions at the individual level, there was no evidence to support significant impacts of teacher commitment on student achievement at the organizational level. 相似文献