全文获取类型
收费全文 | 345篇 |
免费 | 3篇 |
国内免费 | 2篇 |
专业分类
教育 | 199篇 |
科学研究 | 46篇 |
各国文化 | 4篇 |
体育 | 46篇 |
文化理论 | 29篇 |
信息传播 | 26篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 14篇 |
2019年 | 27篇 |
2018年 | 16篇 |
2017年 | 28篇 |
2016年 | 31篇 |
2015年 | 8篇 |
2014年 | 22篇 |
2013年 | 60篇 |
2012年 | 22篇 |
2011年 | 13篇 |
2010年 | 14篇 |
2009年 | 7篇 |
2008年 | 10篇 |
2007年 | 9篇 |
2006年 | 7篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 3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 | 3篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1979年 | 3篇 |
排序方式: 共有350条查询结果,搜索用时 15 毫秒
41.
ABSTRACTPopulation aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions, valuing and exploiting older adult entrepreneurs’ knowledge for enhancing youngsters’ entrepreneurial attitudes, through mentoring. This paper reports the results of a study based on an intergenerational learning program, carried out in 2018 in Germany, Italy and Slovenia. The study was aimed at developing and testing one training on mentoring addressing 41 older adult entrepreneurs (55 and over), and two intergenerational learning trainings aiming at boosting entrepreneurial competences of 33 NEETs (aged 18–29). The impact of the program on older adult entrepreneurs and NEETs was assessed through a pre and post-evaluation using qualitative and quantitative tools. Findings at country level were treated as national case-studies and then the latter were compared by considering them as a multiple embedded case-study. Results indicated that, to different extent in the study countries, mentors learned and enhanced mentoring competences, e.g. active listening and the capability of orienting, improved well-being and self-esteem, social inclusion and active aging attitude. Moreover, NEETs acquired entrepreneurial and socio-relational competences by benefiting from the full exploitation of mentors’ know-how and the trust relationship with them. Companies, trade unions, educational and voluntary organizations should cooperate to adopt intergenerational learning programs as good practices for older adults and NEETs’ lifelong learning promotion. 相似文献
42.
43.
Marco S Giarratana 《Research Policy》2004,33(5):787-806
The paper analyses the birth of the encryption software industry (ESI), a new niche in the software industry. Using a Chandlerian perspective, this work reports the main facts about firm entry and growth, with a particular focus on start-up strategies and actions.Since scale economies do not play a major role in ESI, the paper investigates the different sources of firm competitive advantages.This work shows that innovation and product differentiation, along with investments in co-specialised assets, are variables strongly correlated to young firm probability to survive and grow. In doing so, we have collected highly detailed information on product introduction, US patents granted, worldwide alliances and biographical data of firm founders. 相似文献
44.
Per Nilsson 《Educational Studies in Mathematics》2007,66(3):293-315
The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle
chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were
tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a specifically designed
dice game based on the sum of two dice. The dice game included four different set-ups of dice designed to bring to the fore
different aspects of probability modelling and to offer the student the opportunity to encounter small differences in the
mathematical structure of the sample space and of the probability distribution between the four different set-ups. The study
describes strategies that the students use when confronted with these different set-ups, what their activities imply in terms
of resources in handling random phenomena and what the dice game offers in terms of opportunities for learning probability.
In order to explain such meaning-making processes the students’ activities are viewed from a perspective that takes into consideration
how the students’ understanding varies with their interpretations of the situation they are confronted with, i.e., how they
contextualize the different set-ups of the dice game. The results show how the students, during the course of the game, reorganize
their interpretations of the mathematical content confronting them, and how a variation of guiding principles becomes the
object of exploration. Approaches of extremes and a number model are described as a means for the students to identify and
assign probabilities for the total of two dice. 相似文献
45.
Science & Education - This paper discusses the potential of the creation and analysis of historical networks as didactic strategies in science education. To this end, we first argue the... 相似文献
46.
This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child’s learning needs can be revealed by means of dynamic assessment. The question is, however, what the consequential validity, i.e. the extent to which assessment influences instructional and learning processes, of dynamic assessment procedures really is. The review of 31 articles that met the inclusion criteria showed that proximal consequential validity of dynamic assessment is warranted, but distal consequential validity is warranted to a lesser extent (e.g. some guidelines for practice). Furthermore, it can be noticed that motivational aspects never played an explicit role during learning phases. In order to design student-tailored interventions following dynamic assessment, there is a need for more explicitness of learning phases and types of feedback in the development of these instruments. 相似文献
47.
Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. 相似文献
48.
Dina Guglielmi Ilaria Bruni Silvia Simbula Franco Fraccaroli Marco Depolo 《European Journal of Psychology of Education - EJPE》2016,31(3):323-340
Despite the growing body of research on work engagement, little is known about what drives work engagement among different age cohorts. This study aims to investigate whether engagement varies across age cohorts and examine the job resources that foster teacher engagement. A questionnaire was distributed to 537 teachers who were employed in elementary, lower and upper secondary school. Findings show that work engagement did indeed vary across the diverse age group and is influenced by different resources. In line with previous studies, data revealed that the engagement of younger teachers is driven by the opportunity for development and interaction with colleagues, while older employees appreciate the opportunity to see their competencies acknowledged. What is most noteworthy is the opportunity to design practices and to provide every age group with the appropriate set of motivators. 相似文献
49.
Marco Kools Pierre Gouëdard Bert George Bram Steijn Victor Bekkers Louise Stoll 《European Journal of Education》2019,54(3):426-442
Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large. 相似文献
50.