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111.
Maria Olson Andreas Fejes Magnus Dahlstedt Katherine Nicoll 《British Journal of Sociology of Education》2015,36(7):1036-1053
This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible ‘free’ citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself. 相似文献
112.
Magnus Österholm 《Educational Studies in Mathematics》2006,63(3):325-346
This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two
mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only
uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical
text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each
text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical
text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical
texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension
process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics
courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding
reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit
teaching of reading comprehension for texts including symbols. 相似文献
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Local research units, this article argues, play a very important role for the scientific field they belong to, for example by mobilizing financial support, offering job opportunities, attracting talented recruits, and providing adequate training. Little is known, however, about such units, at least in the fields under study here, i.e., studies of innovation, entrepreneurship and related phenomena. This article focuses - with the help of a survey of 136 research units worldwide supplemented by a number of case-studies - on the factors that influence the extent to which local mobilization efforts succeed. The research shows that universities provide the most fertile grounds for such research units, and that external support and support from the leadership of the university are important factors behind their establishment. In the longer term, however, attracting core (basic) finance is essential for the unit's ability to maintain cognitive control of its research program. Units that develop their own Master and PhD programs appear more likely than others to achieve these aims. 相似文献
116.
Examining the structure of vocational interests in Turkey in the context of the personal globe model
Bade Vardarlı Ragıp Özyürek Kerrie G. Wilkins-Yel Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2017,17(3):347-359
The structural validity of the Personal Globe Inventory-Short (PGI-S: Tracey in J Vocat Behavi 76:1–15, 2010) was examined in a Turkish sample of high school and university students. The PGI-S measures eight basic interest scales, Holland’s (Making vocational choice, Prentice-Hall, Englewood Cliffs, 1997) six types, Prediger’s (J Vocat Behav 21:259–287, 1981) people/things, data/ideas dimensions, and prestige. After adapting the original PGI-S items into Turkish (PGI-S-T), the inventory was administered to high school students (N = 605) and university students (N = 359). The fit of Holland’s RIASEC and the PGI eight type model were examined separately using the randomization test of hypothesized order relations. Results indicated a strong fit for both the eight type and the RIASEC model. Expected significant differences were found between PGI-S-T subscales across gender and age. The results support the structural validity of the adapted PGI-S-T in a Turkish sample. 相似文献
117.
Ögren Gustaf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):377-378
International Review of Education - 相似文献
118.
Maria Öhrstedt Petra Lindfors 《European Journal of Psychology of Education - EJPE》2016,31(2):209-223
Research on students’ adoption of course-specific approaches to learning in parallel courses is limited and inconsistent. This study investigated second-semester psychology students’ levels of deep, surface and strategic approaches in two courses running in parallel within a real-life university setting. The results showed significant differences in course-specific adoption regardless of approach. However, the strategic approach seemed more stable. Sub-groups of students exhibited substantial variation: more than half of the students adopted similar approaches in both courses while large minorities showed great variability. Students scoring low on the surface approach, high on the deep approach or high on the strategic approach to learning were flexible in adopting different parallel approaches. However, students scoring high on the surface approach, low on the deep approach or low on the strategic approach seemed stable across contexts. This suggests that even smaller variations in teaching and learning environments can influence students’ approaches to learning. 相似文献
119.
The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4–9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: “What characterizes flipped classroom instruction according to the teachers?” and “What objectives do the flipped classroom meet according to the teachers?” Regarding the first research question, a characteristic of a flipped classroom was “the flip,” a task to be accomplished outside the classroom before class. In relation to the second research question we found three objectives: Student activity in class; Educational change; Being part of a digital learning community. 相似文献
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