全文获取类型
收费全文 | 274篇 |
免费 | 3篇 |
专业分类
教育 | 188篇 |
科学研究 | 43篇 |
各国文化 | 1篇 |
体育 | 29篇 |
文化理论 | 5篇 |
信息传播 | 11篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 6篇 |
2019年 | 10篇 |
2018年 | 19篇 |
2017年 | 15篇 |
2016年 | 15篇 |
2015年 | 14篇 |
2014年 | 17篇 |
2013年 | 47篇 |
2012年 | 10篇 |
2011年 | 15篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 4篇 |
2005年 | 7篇 |
2004年 | 4篇 |
2003年 | 10篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 4篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1961年 | 1篇 |
排序方式: 共有277条查询结果,搜索用时 15 毫秒
41.
Mario Carretero 《Infancia y Aprendizaje》2013,36(8):7-22
RESUMENRelacionada con la distinción piagetiana entre el pensamiento concreto y el pensamiento formal se presenta una Investigación con sujetos de 7 a 17 años acerca del desarrollo de la capacidad de comprobar y modificar hipótesis sobre problemas complejos; las dos tareas resultan difíciles para los niños y los adolescentes aunque se utilizan diferentes estrategias según la edad de los sujetos. Finalmente se efectúan unas consideraciones generales sobre la relación entre los datos obtenidos y las enseñanza de las ciencias. 相似文献
42.
ResumenEn este articulo se plantea una discusión acerca de la teoria e investigaciones más relevantes sobre el desarrollo de la comprensión de la historia en el niño. Desde una perspectiva piagetiana se estudian los procesos cognitivos involucrados en la realización de tareas históricas. Se exponen los resultados de una investigación sobre 175 niños acerca de la comprensión de conceptos utilizados comúnmente en la enseñanza de la Historia y una segunda investigación sobre 695 niños acerca de la comprensión y uso de la noción de tiempo cronológico. Los resultados ponen de manifiesto la gran dificultad de este tipo de tareas y su evolución con la edad. 相似文献
43.
Mario G. Rodríguez 《Infancia y Aprendizaje》2013,36(30):39-50
ResumenEn este estudio se pasa revista a la polémica suscitada, ya desde antiguo, en torno a la edad de comienzo de la enseñanza formal de la lengua escrita.A la luz de las opiniones vertidas por distintos autores, y contando con la muy valiosa aportación de profesores con larga experiencia en educación preescolar, se analizan tanto la posibilidad de un aprendizaje precoz como la oportunidad de tan temprano comienzo.El autor del artículo señala, como conclusión, lo improcedente de una iniciación precoz en la enseñanza de la lecto-escritura, si con ello se dificulta el tratamiento de aspectos de mayor transcendencia en la formación del niño en los primeros estadios de su vida. 相似文献
44.
Mario?Barcelo-ValenzuelaEmail author Gerardo?Sanchez-Schmitz Alonso?Perez-Soltero Fernando?Martín Rubio José?Palma 《知识管理研究与实践》2008,6(4):322-333
The objective of this paper is to propose a methodology for applying knowledge management (KM), in which we first focus on explaining problematic areas of an organization by identifying the knowledge core process, before applying KM strategies to those processes. For the methodology, we lean on the larger context of systems thinking to help visualize the whole organization, and it is here that the key factors are identified and a set of strategic criteria is established. The most important criteria are then used to evaluate the associated processes and their respective tasks in order to establish the problematic areas or opportunities where KM initiatives can be applied. This strategy precludes tackling all the organization's problems and allows management to focus on only those processes that provide significant and manageable knowledge. Finally, this study explores and cautiously recommends an unexploited but valuable element to be taken into account when implementing KM initiatives. 相似文献
45.
Mario Bunge 《Science & Education》2000,9(5):459-463
The general concept of energy is somewhat unclear as long as it is confined to physics, since every chapter of it defines its own particular concept of energy. The general concept can be elucidated in terms of the hypergeneral (philosophical) concepts of concrete thing and changeability. In this way one succeeds in crafting a minitheory that identifies energy with mutability, and that regards it, as well as its conservation, as a universal property of concrete things. The moral is that physicists and philosophers can learn from one another. 相似文献
46.
Mario Winter 《Informatik - Forschung und Entwicklung》2000,15(3):121-132
Zusammenfassung. Bei der iterativen, inkrementellen Software-Entwicklung werden Klassen sukzessive spezifiziert, implementiert bzw. ge?ndert
oder erweitert, klassengetestet und zu einem ausführbaren Anwendungssystem integriert. Integrations- und Regressionstest stellen
dabei besonders wichtige und h?ufig ausgeführte Testaktivit?ten dar, die zudem aufgrund der vielf?ltigen Interaktionsm?glichkeiten
in objektorientierten Programmen sehr komplex sind. Integrations- und Regressionstest werden in der Literatur stets separat
behandelt, obwohl sie durchaus ?hnliche Teilaktivit?ten beinhalten. Bestehende Ans?tze zum objektorientierten Integrationstest
betrachten entweder strukturelle oder verhaltensorientierte Systembeschreibungen. In diesem Beitrag stellen wir das Klassen-Botschaftsdiagramm
(KBD) vor, ein Struktur und Verhalten objektorientierter Programme gleicherma?en berücksichtigendes interaktionsbasiertes
(Test-)Modell. Wir skizzieren Algorithmen zur ?nderungsanalyse, Ableitung einer Integrationsstrategie und Auswahl von Regressionstestf?llen
nach der Modifikation bestehender Klassen. Abschlie?end werden die Ergebnisse einiger mit Smalltalk-80 Klassen durchgeführter
Experimente zur Evaluierung des Verfahrens vorgestellt.
Eingegangen am 14. Dezember 1999 / Angenommen am 19. Juni 2000 相似文献
47.
Mario Plebani Laura Sciacovelli Ada Aita Maria Laura Chiozza 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):105-113
Quality indicators (QIs) measure the extent to which set targets are attained and provide a quantitative basis for achieving improvement in care and, in particular, laboratory services. A body of evidence collected in recent years has demonstrated that most errors fall outside the analytical phase, while the pre- and post-analytical steps have been found to be more vulnerable to the risk of error. However, the current lack of attention to extra-laboratory factors and related QIs prevent clinical laboratories from effectively improving total quality and reducing errors. Errors in the pre-analytical phase, which account for 50% to 75% of all laboratory errors, have long been included in the ‘identification and sample problems’ category. However, according to the International Standard for medical laboratory accreditation and a patient-centered view, some additional QIs are needed. In particular, there is a need to measure the appropriateness of all test request and request forms, as well as the quality of sample transportation. The QIs model developed by a working group of the International Federation of Clinical Chemistry and Laboratory Medicine (IFCC) is a valuable starting point for promoting the harmonization of available QIs, but further efforts should be made to achieve a consensus on the road map for harmonization. 相似文献
48.
This paper evaluates the viability of using controversies in teaching. An educational project has been elaborated in which some historical-philosophical clashes were introduced into the classical syllabus of physics. The historical-philosophical controversy dealt with here, took place between the French physicists Biot and Ampère in the 19th century and referred to distinct interpretations of the Oersted experiment. This controversy was inserted into the syllabus of the 12th grade of a Brazilian secondary school. 相似文献
49.
50.
Leona M. English Mario O. D'Souza Leon Chartrand 《Religious education (Chicago, Ill.)》2013,108(1):6-19
A content analysis of the journal Religious Education: An Interfaith Journal of Spirituality, Growth and Transformation was conducted for a 10-year period between 1993–2002 (Volume 88, 1–Volume 97, 4). A total of 325 articles (277 authors) were analyzed into 3 primary research directions (theoretical, qualitative, and quantitative). Author institutional affiliation, religious identity, position, geographic location, and number of contributions were also computed. Implications for the Journal and the field of religious education are discussed. 相似文献