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171.
While knowledge management (KM) has been widely discussed by many academics and practitioners, measurement is undoubtedly the least developed aspect of KM due to the intangibility of knowledge assets. It is of paramount importance to establish performance measures at different stages of KM implementation even from the beginning so that its effectiveness can be identified. This paper thus serves to explore KM performance measurement from the angle of KM process effectiveness. Through the data collected from 289 managers in the Malaysian telecommunication industry, where KM implementation is just beginning to take place, significant interactions were found between four of the five proposed KM preliminary success factors (i.e. business strategy, K audit, K map, KM team) and all four KM elements of strategies (i.e. technology, culture, leadership, measurement) with KM process effectiveness. The findings of this study serve as a guide for organizations in driving their KM journey and reaching their destinations even at the beginning stage of their KM implementation. 相似文献
172.
Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of grade 8 students 总被引:3,自引:1,他引:2
The purpose of this study was to articulate in fine detail, the kinds of learning strategies associated with a deep approach
to learning science. The interactions of two groups of Grade 8 students were taped while they were engaged in hands-on science
activities during instruction in a chemistry unit. The students were also interviewed both before and after instruction to
find out more about their understanding of the science concepts in this unit. The focus in this paper is on case studies of
two students who showed a deep approach to learning. Analysis of transcipts produced several categories which were used to
classify the different strategies used by the students. Examples illustrating the use of these strategies are provided. A
model illustrating how a learner's use of strategies is translated into regulatory control of the learning process is proposed. 相似文献
173.
174.
175.
Yiing C. Yap Tracey C. Dickson Anna E. King Michael C. Breadmore Rosanne M. Guijt 《Biomicrofluidics》2014,8(4)
A new model for studying localised axonal stretch injury is presented, using a microfluidic device to selectively culture axons on a thin, flexible poly (dimethylsiloxane) membrane which can be deflected upward to stretch the axons. A very mild (0.5% strain) or mild stretch injury (5% strain) was applied to primary cortical neurons after 7 days growth in vitro. The extent of distal degeneration was quantified using the degenerative index (DI, the ratio of fragmented axon area to total axon area) of axons fixed at 24 h and 72 h post injury (PI), and immunolabelled for the axon specific, microtubule associated protein-tau. At 24 h PI following very mild injuries (0.5%), the majority of the axons remained intact and healthy with no significant difference in DI when compared to the control, but at 72 h PI, the DI increased significantly (DI = 0.11 ± 0.03). Remarkably, dendritic beading in the somal compartment was observed at 24 h PI, indicative of dying back degeneration. When the injury level was increased (5% stretch, mild injury), microtubule fragmentation along the injured axons was observed, with a significant increase in DI at 24 h PI (DI = 0.17 ± 0.02) and 72 h PI (DI = 0.18 ± 0.01), relative to uninjured axons. The responses observed for both mild and very mild injuries are similar to those observed in the in vivo models of traumatic brain injury, suggesting that this model can be used to study neuronal trauma and will provide new insights into the cellular and molecular alterations characterizing the neuronal response to discrete axonal injury. 相似文献
176.
Budget constraints at the local government level towards the provision of public goods have fuelled interest in the voluntary contribution and provision point mechanisms. However, due to their public nature, these mechanisms are not without problems. The literature shows the presence of free riding and socially inefficient contribution levels. This paper experimentally tests the effect of cultural and historical information pertaining to heritage houses in Penang, Malaysia, on public contributions for their conservation. This paper considers a standard linear one-shot four-person public good game and the decision of the subjects being to contribute either to a private or to a public account. We devise 4 treatments: a Control treatment, a treatment where subjects are provided with cultural and historical information pertaining to the heritage houses, a treatment that includes a contribution threshold, and finally a treatment that combines the use of cultural and historical information with the contribution threshold. The main finding shows that 60–75 % of the subjects contributed more than what they believed others in the same group would contribute when they were provided with the pertinent cultural and historical information. Most of the subjects contributed less than their belief, while 75–77 % cooperated ‘selfishly’ in treatments without the information. These findings are in agreement with the literature, namely that contributions are higher in treatments with a contribution threshold. Moreover, the combination of a contribution threshold and cultural information could encourage more pro-social behaviours. 相似文献
177.
Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts. 相似文献
178.
Doris B. Chin Ilsa M. Dohmen Britte H. Cheng Marily A. Oppezzo Catherine C. Chase Daniel L. Schwartz 《Educational technology research and development : ETR & D》2010,58(6):649-669
One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom
studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social
metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial
intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking,
and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect
the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared
students to learn new science content from their regular lessons, even when they were no longer using the software. 相似文献