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231.
This study hypothesises that non‐achieving behaviour of gifted adolescents in Singapore may be attributed to a lack of knowledge, volition and action on the part of the gifted. As such, an educational intervention programme, Knowledge/Volition/Action, was devised to teach pupils knowledge of the self, volition, consultation, time management and stress management. All subjects were gifted pupils in a secondary one cohort in three premier schools hosting the Gifted Education Programme (GEP). Experimental subjects (n = 57) and control subjects (n = 57) were matched by age, gender, school, class, race, socio‐economic status, academic and non‐academic achievement before being randomly selected and randomly assigned to groups. The effects of the intervention on academic and non‐academic achievement were reported using paired t‐tests. Interestingly, the intervention programme was found to be effective in augmenting the non‐academic rather than the academic achievement of the experimental group. 相似文献
232.
Permanent and temporary work practices: knowledge integration and the meaning of boundary activities
Knowledge integration is a critical topic in current knowledge management research and practice. Research on this topic focuses primarily on how knowledge is integrated within a work setting. A less researched area is knowledge integration between different work groups. The purpose is hence to describe and analyze how knowledge is integrated between different work groups. We present two intensive case studies – one permanent and one temporary (project) work settings – which were studied using a practice-based perspective. A main result of the study is that knowledge integration in the two cases was more complicated than the literature suggests. Both differences and similarities were found between the two cases. Differences were seen in the use of boundary spanning activities and boundary objects, whereas similarities were found in the organizational structures and mechanisms, that is, purposes, rules, and infrastructures, which facilitated the integration of knowledge and/or functioned as obstacles and impediments. 相似文献
233.
We begin with our reasons for seeking to bring Kant to bear on contemporary information and computing ethics (ICE). We highlight
what each contributor to this special issue draws from Kant and then applies to contemporary matters in ICE. We conclude with
a summary of what these chapters individually and collectively tell us about Kant’s continuing relevance to these contemporary
matters – specifically, with regard to the issues of building trust online and regulating the Internet; how far discourse
contributing to deliberative democracy online may include storytelling and appeals to the emotions; and whether or not search
engine algorithms should be made public. We further highlight how certain chapters – especially as they incorporate more recent
philosophical traditions such as phenomenology and cognitive psychology – develop a Kantian approach (or at least one that
is both inspired by while simultaneously transforming Kant) to ethical issues in ICE, including the ethical implications of
the on-going blurring of the border between the real and the virtual; designing software in light of distributed ethical responsibility;
and trust-building in e-Science collaborations. 相似文献
234.
For years researchers have debated the effect of school entrance age on student achievement and adjustment, and some researchers have attributed many school learning problems to students entering school too early. This study investigated the relationship between students' month of birth and learning disabilities, emotional disturbance, and speech and language delays in 1,951 identified students with these disabilities. Analysis did not find that the late-birthdate children were identified as having disabilities more often, as was suggested in earlier studies. The implications of this finding for school entry practices are presented. 相似文献
235.
Three hundred fifty-nine school districts in New York State were surveyed to determine whether they offered pre-first/transition classes for children identified as unready for first grade and, if they did, what information was used to make this placement decision. Fifty-seven percent of the 260 respondents (a 72% return) indicated that they had pre-first classes in their districts. Although great variability existed in the information reported to be used to make placement decisions for the pre-first programs, all districts reported using teacher recommendations. While no district used only standardized tests to determine the placement, those tests that were used were generally not designed for placement decisions and were more typically designed for screening. Cautions about the use of pre–first classes and the ways placement decisions are made for them are discussed. 相似文献
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The relationship between early school retention as a result of preschool and kindergarten developmental testing and children's later academic achievement was examined. Two hundred twenty-three children were coded as Traditional, Overplaced, or “Buy a Year,” depending on their scores on the Gesell Screening Test and their subsequent school placement. Their performances on the full Gesell Developmental Test, 3rd grade New York State PEP Tests in reading and math, and the Stanford Achievement Test (SAT) were compared. Those children who scored as immature on the Gesell Screening Test and who were retained a year according to the Gesell Developmental Placement Program had the lowest scores on all measures, even though they were almost a year older than the other two groups of children at the time of the PEP and SAT testing. 相似文献
240.