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排序方式: 共有251条查询结果,搜索用时 15 毫秒
61.
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Franzis Preckel Isabelle Schmidt Eva Stumpf Monika Motschenbacher Katharina Vogl Vsevolod Scherrer Wolfgang Schneider 《Child development》2019,90(4):1185-1201
Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. 相似文献
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G. Michael Schneider 《Computer Science Education》2013,23(2):148-161
This paper describes how the algorithm called parallel merge sort can be used to teach fundamental concepts in the design of parallel algorithms for a network of workstations (NOW). First, the basic algorithm is introduced and its performance studied. Then, through a series of improvements based on a close examination of the algorithm and the underlying communication network, students are shown how performance can be significantly enhanced. This incremental approach lets students observe, first-hand, the critical importance of communication overhead, granularity, latency, and load balancing in designing efficient distributed parallel algorithms for a NOW environment. 相似文献
65.
Shailey Minocha Andreas Schroeder Christoph Schneider 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):889-903
Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education. 相似文献
66.
This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind tasks, a battery of language development, and additionally, at Time 3, a set of metamemory questions. The findings demonstrate strong relationships between children's language abilities and their theory of mind (both first- and second-order false beliefs). Moreover, both theory-of-mind and language competencies significantly predicted later metamemory, with their relative contribution changing over time. Language may influence metamemory developmentally both directly and indirectly (through theory of mind). 相似文献
67.
The impact of new public management instruments on PhD education 总被引:1,自引:0,他引:1
New public governance emphasises less state, more market and more hierarchy as the cornerstones for effective steering of
higher education institutions. Based on an explorative analysis of qualitative and quantitative data of fourteen German and
European economics departments, we investigate the steering effects of six new public management instruments in the years
2001 and 2002 on subsequent placement success of PhD graduates. Using crisp set Qualitative Comparative Analysis to analyse
the data, our results deliver strong support for the positive effects of competition for resources and the varying effects
of hierarchy on PhD education. Governance of successful departments is characterised by two solutions: transparency over academic achievements as one single success factor in each solution or a combination of additional
funding based on national competitive performance with either no
public policy regulations for departments or no
university regulations for departments. Governance of unsuccessful departments is characterised by one solution: university
regulations for departments or a combination of no
additional
funding based on national
competitive performance and no
transparency over academic achievements. Our results strengthen the strong impact of selected competitive mechanisms as an effective governance instrument and the
partially detrimental effects of state regulations. University regulations turn out to be successful if they increase transparency
over academic achievements by faculty members. Success is unlikely if those rules intervene into PhD education. 相似文献
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69.
M. A. Fallah V. M. Myles T. Kr��ger K. Sritharan A. Wixforth F. Varnik S. W. Schneider M. F. Schneider 《Biomicrofluidics》2010,4(2)
Accurately mimicking the complexity of microvascular systems calls for a technology which can accommodate particularly small sample volumes while retaining a large degree of freedom in channel geometry and keeping the price considerably low to allow for high throughput experiments. Here, we demonstrate that the use of surface acoustic wave driven microfluidics systems successfully allows the study of the interrelation between melanoma cell adhesion, the matrix protein collagen type I, the blood clotting factor von Willebrand factor (vWF), and microfluidic channel geometry. The versatility of the tool presented enables us to examine cell adhesion under flow in straight and bifurcated microfluidic channels in the presence of different protein coatings. We show that the addition of vWF tremendously increases (up to tenfold) the adhesion of melanoma cells even under fairly low shear flow conditions. This effect is altered in the presence of bifurcated channels demonstrating the importance of an elaborate hydrodynamic analysis to differentiate between physical and biological effects. Therefore, computer simulations have been performed along with the experiments to reveal the entire flow profile in the channel. We conclude that a combination of theory and experiment will lead to a consistent explanation of cell adhesion, and will optimize the potential of microfluidic experiments to further unravel the relation between blood clotting factors, cell adhesion molecules, cancer cell spreading, and the hydrodynamic conditions in our microcirculatory system. 相似文献
70.