全文获取类型
收费全文 | 362篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 189篇 |
科学研究 | 62篇 |
各国文化 | 3篇 |
体育 | 34篇 |
文化理论 | 34篇 |
信息传播 | 44篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 14篇 |
2019年 | 31篇 |
2018年 | 21篇 |
2017年 | 26篇 |
2016年 | 25篇 |
2015年 | 9篇 |
2014年 | 24篇 |
2013年 | 59篇 |
2012年 | 29篇 |
2011年 | 16篇 |
2010年 | 15篇 |
2009年 | 11篇 |
2008年 | 6篇 |
2007年 | 12篇 |
2006年 | 8篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 8篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有366条查询结果,搜索用时 15 毫秒
151.
This study investigates the modelling conceptualisation of secondary school students in two situations related to particle dynamics: pendulum’s motion and horizontal motion. We performed in-depth clinical interviews with secondary school students (N?=?10). Participants’ ideas about properties which are not ‘given’ in empirical observations were explored in order to investigate signs of abstractions and idealisations in their reasoning processes. We proposed contributions to modelling in science education based on Mario Bunge’s epistemology and we employed his basic concepts as the axis to analyse our results: (1) abstractions and idealisations, considered as thought processes required to build conceptual counterparts of concrete objects; (2) theoretical models, meaning hypothetico-deductive systems concerning those conceptual objects; and (3) general theoretical frameworks that allow us to derive those theoretical models. We developed our analysis viewing the ideas presented by participants as concepts-in-action and theorems-in-action as regarded by Gérard Vergnaud’s Theory of Conceptual Fields. Results indicated a gradation in the concepts-in-action mobilised in terms of levels of idealisation and showed that participants do not spontaneously recognise the use of a general theory as a possible way to obtain a theoretical model. These results suggest that science education practices must pay better attention to make abstractions and idealisations explicit in scientific concepts formation, as well as to the heuristic role of theories in model construction. 相似文献
152.
Gianluca?EliaEmail author Antonio?Lerro Giuseppina?Passiante Giovanni?Schiuma 《知识管理研究与实践》2017,15(2):155-168
Innovation and competition take place increasingly between Business Models (BM), and not just among products, processes, and technologies. Therefore, Business Model Innovation (BMI) becomes the key process to unleash value creation for both established and new companies, and, among these latter, particularly for technological spin-offs. For their constituent characteristics, it emerges that BMI in technological spin-offs appears to be related to the effective management of the Intellectual Capital (IC). Despite this, current research has paid little attention to decline BMI through the lenses of IC. This study aims to provide a contribution in this direction by investigating how technological spin-offs innovate their BM by leveraging their IC dimensions. A review of relevant literature on BMI has been carried out. Then, a case study methodology has been adopted to analyze seven technological spin-offs. The analysis highlighted three main trajectories of BMI, defined in terms of the BMI scope and the main exploited IC dimension. The discussion of findings from a research and practical perspective contributes to the debate on BMI, by providing a new interpretative key based on the relevance of the IC dimensions. 相似文献
153.
154.
155.
156.
Juan Jose Criado‐Álvarez Jaime González González Carmen Romo Barrientos Isabel Ubeda‐Bañon Daniel Saiz‐Sanchez Alicia Flores‐Cuadrado Juan Carlos Albertos‐Marco Alino Martinez‐Marcos Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494
Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists. 相似文献
157.
The Elusive Relationship Between Teacher Characteristics and Student Academic Growth: A Longitudinal Multilevel Model for Change 总被引:1,自引:0,他引:1
Marco A. Muñoz Florence C. Chang 《Educational Assessment, Evaluation and Accountability》2007,20(3-4):147-164
Teacher characteristics and student achievement growth are currently a significant topic of investigation in the educational accountability arena. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation and state accountability systems, staffing all classrooms with highly qualified teachers is a critical national concern. A new era of research is needed to understand the complexity of teacher quality when defined by student learning growth. The present study evaluated the effects of teacher characteristics (i.e., experience, education, and race) in high school reading achievement gains using a multi-level growth model in an urban school district in Kentucky. Findings showed significant effects of time, but non-significant effects of teacher characteristics in high school reading achievement growth. Implications for educational policy and future research are discussed. 相似文献
158.
Brian T. Shumate Marco A. Mu?oz Paul A. Winter 《Journal of Personnel Evaluation in Education》2005,18(1):21-38
Recruitment of public school administrators is an important issue due to the shortage of qualified job applicants nationwide. The shortage of applicants requires school districts to evaluate their internal pools of potential applicants for administrative vacancies. This evaluation research addressed the recruitment of teacher-leaders to serve as assistant principals (APs) using a recruitment simulation technique. The participants were secondary school teacher-leaders who were counselors, school council members, department chairs, or resource teachers. The evaluation technique used involved an innovative experimental design approach. Teacher-leaders, whose current or past primary teaching assignment was in the core content areas (e.g., English/language arts, mathematics, science, social studies), rated the job of AP highest. Resource teachers rated the job significantly higher when the AP job emphasized instruction than when the job emphasized discipline. Implications for recruitment practice and future research are discussed. 相似文献
159.
Bettina Müller Tobias Richter Ana Križan Teresa Hecht Marco Ennemoser 《Journal of Experimental Education》2016,84(4):744-763
Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed. 相似文献
160.
Within-trial contrast has been proposed as a mechanism underlying preferences for stimuli that follow relatively more aversive
events over stimuli that follow less aversive events. In this study, we manipulated deprivation level to test within-trial
contrast predictions. In Experiment 1, pigeons encountered two discriminative stimuli, one presented when they were deprived
and the other when they were prefed. When later given a choice between the two stimuli, pigeons strongly preferred the stimulus
encountered when deprived, independently of their deprivation level at test. In Experiment 2, pigeons learned two simultaneous
discriminations, one when deprived and the other when prefed. Here, subsequent tests between the two S+ or the two S− stimuli revealed no consistent preferences. These contrasting findings suggest that differential aversiveness is necessary
but not sufficient to induce preferences via within-trial contrast. 相似文献