全文获取类型
收费全文 | 1976篇 |
免费 | 33篇 |
专业分类
教育 | 1360篇 |
科学研究 | 156篇 |
各国文化 | 29篇 |
体育 | 297篇 |
综合类 | 1篇 |
文化理论 | 34篇 |
信息传播 | 132篇 |
出版年
2023年 | 14篇 |
2022年 | 32篇 |
2021年 | 51篇 |
2020年 | 105篇 |
2019年 | 155篇 |
2018年 | 178篇 |
2017年 | 183篇 |
2016年 | 131篇 |
2015年 | 82篇 |
2014年 | 94篇 |
2013年 | 411篇 |
2012年 | 80篇 |
2011年 | 71篇 |
2010年 | 32篇 |
2009年 | 40篇 |
2008年 | 30篇 |
2007年 | 32篇 |
2006年 | 24篇 |
2005年 | 19篇 |
2004年 | 23篇 |
2003年 | 27篇 |
2002年 | 16篇 |
2001年 | 20篇 |
2000年 | 14篇 |
1999年 | 8篇 |
1998年 | 10篇 |
1997年 | 10篇 |
1996年 | 4篇 |
1995年 | 16篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1981年 | 6篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1972年 | 3篇 |
1970年 | 2篇 |
1966年 | 1篇 |
1955年 | 1篇 |
1948年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有2009条查询结果,搜索用时 15 毫秒
991.
AbstractThis study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data analysis shows that the teachers had positive perceptions of the use of inclusive teaching practices; there were significant relationships between variables related to the type of school, as well as gender, age and teaching experience. 相似文献
992.
In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. 相似文献
993.
In this conceptual article, we argue that there is a need for a more elaborated theoretical perspective when discussing dilemmas in teachers’ work. Thus, we introduce the conceptual frame of dilemmatic space in educational settings and argue that introducing and analytically using the conceptual frame in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday work practices. Traditional ways of looking at dilemmas infer that they are related to specific situations in which people react to conflicting values, obligations or commitments and where there is often no right way to act. However, the idea of a dilemmatic space offers a more complex understanding of dilemmas and their positioning and relations. Instead of being regarded as specific events or situations, dilemmas are considered as ever-present in people’s living space, as in a dilemmatic space. As space is seen as a relational category wherein one object is related to another or others, the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognise, for instance, in relation to the changeable boundaries of the space or issues that conjure up the dilemmas at an individual and social level. These changing conditions of values, decisions, responsibilities and authority change the rules for relations, negotiations and positioning, and thereby the boundaries of the dilemmatic space and the dilemmas themselves. In this article, the theoretical base for the idea of dilemmatic space is elaborated on and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense-making processes. As such, the conceptual frame of dilemmatic space offers a broad theoretical framework with which to conceptualise dilemmas and the complexity of educational contexts. 相似文献
994.
This study investigated whether social information can affect Ease-of-Learning (EOL), Judgments-of-Learning (JOL), and Feeling-of-Knowing (FOK) and their accuracy. Participants first learned associated word pairs and made the above-mentioned judgments. They were later divided into two groups of metacognitive ability in order to assess if they had been affected differently by the social cues, which consisted of information about previous performances of college students. Results revealed that the magnitude of the metamemory judgments assessed was significantly affected by the social cues and that participants with a Low level of metacognitive ability were more influenced than those with High metacognitive ability. Concerning accuracy, however, only the recall accuracy of JOL judgments was affected. Further, different patterns of influence across the three judgments were observed for the two ability groups. Results and educational implications were discussed. 相似文献
995.
Carolina López-Nicolás Ángel L. Meroño-CerdánAuthor vitae 《International Journal of Information Management》2011,31(6):502-509
Our aim is to shed light on the consequences of knowledge management (KM) strategies on firm's innovation and corporate performance. Organisations are not aware of the real implications that KM may have. Based on an empirical study consisted of 310 Spanish organisations and structural equations modelling, results show that both KM strategies (codification and personalisation) impacts on innovation and organisational performance directly and indirectly (through an increase on innovation capability). Also, findings demonstrate a different effect of KM strategies on diverse dimensions of organisational performance. Our conclusions may help academics and managers in designing KM strategic programs in order to achieve higher innovation, effectiveness, efficiency and profitability. 相似文献
996.
The main goal of the 2009 UNESCO Framework for Cultural Statistics is to facilitate comparisons through a common understanding of culture and the use of standardized definitions and classifications. This review contains an in-depth analysis of the 2009 Framework's contribution to the existing literature on measuring the economic impact of culture, and it concludes by suggesting future avenues of research. By achieving international consensus on the concept of culture and its measurement, we will be able to progress in our studies of the competitive advantages that allow cultural firms to generate wealth nowadays. 相似文献
997.
Statistical knowledge is required for students in a range of disciplines. However, there are limited educator resources that exist for applying statistics to solve real-world problems. This investigation provides one approach to teaching statistics using entrepreneurial-minded learning (as a way to connect real-world applications and value creation with problem-solving and curiosity) in the context of solar energy. Both the ready-to-use teaching intervention and assessment of student learning details are provided for an undergraduate course on Introductory Statistics. The teaching intervention includes a series of seven lesson plans (and three extension projects) that educators can use in an introductory statistics course. 相似文献
998.
Alonso-Tapia Jesús Merino-Tejedor Enrique Huertas Juan Antonio 《European Journal of Psychology of Education - EJPE》2023,38(2):631-655
European Journal of Psychology of Education - This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency,... 相似文献
999.
Educational Psychology Review - Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies... 相似文献
1000.
Marchal-Gaillard Valérie Marzin-Janvier Patricia Boilevin Jean-Marie Grimault-Leprince Agnès 《Early Childhood Education Journal》2022,50(7):1247-1261
Early Childhood Education Journal - Today, the understanding of environmental concerns is of great significance, making it desirable for children to investigate the scientific concepts underlying a... 相似文献