全文获取类型
收费全文 | 141篇 |
免费 | 2篇 |
专业分类
教育 | 81篇 |
科学研究 | 15篇 |
体育 | 26篇 |
信息传播 | 21篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 9篇 |
2017年 | 4篇 |
2016年 | 4篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 23篇 |
2012年 | 8篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 3篇 |
2008年 | 1篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1997年 | 1篇 |
1992年 | 1篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1974年 | 2篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1959年 | 1篇 |
1923年 | 1篇 |
排序方式: 共有143条查询结果,搜索用时 0 毫秒
51.
Dr. Henning Lohmann Prof. Dr. C. Katharina Spieß Dr. Olaf Groh-Samberg Prof. Dr. Jürgen Schupp 《Zeitschrift für Erziehungswissenschaft》2009,12(2):252-280
In Germany, the main datasets available for addressing empirical educational research questions are cross-sectional data, which are often supplemented by state-specific or group-specific longitudinal surveys. The latter are usually focused on specific transitions in the educational system. The challenge of an approach to educational research that takes the perspective of life-course theory, however, lies in analyzing educational and competency development across the entire life span and the dependence of these processes on institutional and individual environment contexts. The present paper shows the opportunities that the Socio-Economic Panel (SOEP), a household and individual survey now running for over 25 years, offers for empirical educational research aimed at confronting such research challenges. In addition to outlining the available educational information and methodological innovations in the SOEP’s education-related survey program, we also describe the survey’s comparative strengths, particularly for educational analyses stretching ‘from the cradle to the grave’ and dealing with intergenerational and familial contexts. 相似文献
52.
Dr. Jessica Marschner Dr. Hubertina Thillmann Prof. Dr. Joachim Wirth Prof. Dr. Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2012,15(1):77-93
Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils’ motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups. 相似文献
53.
Joachim Gretz 《Endeavour》1982,6(1):34-39
Because of the sheer magnitude—ten thousand times greater than the world's present power requirements—solar energy has long seemed an attractive alternative to conventional sources of power. As this appraisal—based on the world's first helioelectric power plant, in Italy—makes clear, however, there are major problems in the generation of solar energy in Europe, especially in northern parts. A more feasible alternative may be for installations to be established in Third World countries—with abundant space and intense sunshine—and the energy exported in the form of an energy-rich fuel such as hydrogen. 相似文献
54.
Vanessa A. Völlinger Nadine Spörer Dirk Lubbe Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745
This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements. 相似文献
55.
56.
57.
58.
59.
60.
Joachim Allgaier 《Science & Education》2010,19(6-8):797-819
The issue whether creationist accounts of the origins of life should be taught in science education alongside or even instead Darwin’s theory of evolution is controversial in many countries. In 2002 there was a controversy around teaching creationism in science classes at a secondary school in England. The research presented in this paper uses this controversy around teaching creationism/evolution as case study to find out more about the public representation of science education. Here it focuses on the question who the experts were that appeared in the press coverage and examines the role of scientific experts in this controversy. Expertise is a key resource in many public controversies involving science and can also have an impact on decision-making processes and on the public opinion. Also the way expert sources are presented in media accounts of socio-scientific controversies can have an effect on how their credibility is perceived and the arguments being made. 相似文献