全文获取类型
收费全文 | 1823篇 |
免费 | 47篇 |
国内免费 | 3篇 |
专业分类
教育 | 1477篇 |
科学研究 | 122篇 |
各国文化 | 32篇 |
体育 | 102篇 |
文化理论 | 24篇 |
信息传播 | 116篇 |
出版年
2023年 | 18篇 |
2022年 | 21篇 |
2021年 | 33篇 |
2020年 | 63篇 |
2019年 | 95篇 |
2018年 | 133篇 |
2017年 | 116篇 |
2016年 | 107篇 |
2015年 | 56篇 |
2014年 | 84篇 |
2013年 | 347篇 |
2012年 | 82篇 |
2011年 | 76篇 |
2010年 | 72篇 |
2009年 | 63篇 |
2008年 | 49篇 |
2007年 | 47篇 |
2006年 | 49篇 |
2005年 | 41篇 |
2004年 | 31篇 |
2003年 | 35篇 |
2002年 | 25篇 |
2001年 | 23篇 |
2000年 | 16篇 |
1999年 | 19篇 |
1998年 | 16篇 |
1997年 | 11篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 6篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 13篇 |
1990年 | 7篇 |
1989年 | 9篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1960年 | 2篇 |
1957年 | 2篇 |
1926年 | 2篇 |
排序方式: 共有1873条查询结果,搜索用时 15 毫秒
181.
van der Wal Nathalie J. Bakker Arthur Drijvers Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104
Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future. 相似文献
182.
183.
Martijn Leenknecht Priscilla Hompus Marieke van der Schaaf 《Assessment & Evaluation in Higher Education》2019,44(7):1069-1078
To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approach as a mediating factor. Results indicated that students use both monitoring and inquiry strategies of feedback seeking, but they preferred monitoring. The association between feedback seeking behaviour and goal orientation was stronger for mastery goals than for performance goals. The preference for monitoring is stronger for students with more performance goal orientation. Deep learning approach was found to be a mediator in the relationship between goal orientation and feedback seeking behaviour. It can be concluded that students with the goal to learn from the activity will use more deep learning strategies and will seek more feedback, both in an active and passive way. This effect is less present for students with performance goals. 相似文献
184.
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
185.
Jan Bijstra Sandy Jackson Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301
One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution. 相似文献
186.
Maggie Snowling Bente van Wagtendonk Carolyn Stafford 《Journal of Research in Reading》1988,11(2):67-85
This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten-year-old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8-year-old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine-year-old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical-phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems. 相似文献
187.
188.
Leonie V. D. E. Vogelsmeier Jeroen K. Vermunt Eeske van Roekel Kim De Roover 《Structural equation modeling》2019,26(4):557-575
When time-intensive longitudinal data are used to study daily-life dynamics of psychological constructs (e.g., well-being) within persons over time (e.g., by means of experience sampling methodology), the measurement model (MM)—indicating which constructs are measured by which items—can be affected by time- or situation-specific artifacts (e.g., response styles and altered item interpretation). If not captured, these changes might lead to invalid inferences about the constructs. Existing methodology can only test for a priori hypotheses on MM changes, which are often absent or incomplete. Therefore, we present the exploratory method “latent Markov factor analysis” (LMFA), wherein a latent Markov chain captures MM changes by clustering observations per subject into a few states. Specifically, each state gathers validly comparable observations, and state-specific factor analyses reveal what the MMs look like. LMFA performs well in recovering parameters under a wide range of simulated conditions, and its empirical value is illustrated with an example. 相似文献
189.
Juliette A. B. Hopman Pol A. C. van Lier Jan van der Ende Chris Struiksma Theo Wubbels Frank C. Verhulst 《Teachers and Teaching》2018,24(4):350-368
This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed. 相似文献
190.
Arulmani Gideon van Laar Darren Easton Simon 《International Journal for Educational and Vocational Guidance》2003,3(3):193-204
This paper responds to current discussions in career psychology that emphasise the importance of understanding how socio-economic
backgrounds and social-cognitive environments influence career development. Located in India, this study examines the interaction
between career beliefs and socio-economic status within a sample of Indian high school students. Significant socio-economic
status differences were observed, with the lower SES groups showing higher levels of negative career beliefs. The relevance
of these findings to career psychologists who work in multi cultural contexts is discussed within the framework of the Social
Cognitive Theories of Career Decision Making.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献