全文获取类型
收费全文 | 2128篇 |
免费 | 31篇 |
国内免费 | 1篇 |
专业分类
教育 | 1556篇 |
科学研究 | 119篇 |
各国文化 | 19篇 |
体育 | 269篇 |
文化理论 | 51篇 |
信息传播 | 146篇 |
出版年
2023年 | 20篇 |
2022年 | 40篇 |
2021年 | 61篇 |
2020年 | 95篇 |
2019年 | 178篇 |
2018年 | 194篇 |
2017年 | 184篇 |
2016年 | 150篇 |
2015年 | 101篇 |
2014年 | 83篇 |
2013年 | 485篇 |
2012年 | 67篇 |
2011年 | 59篇 |
2010年 | 49篇 |
2009年 | 33篇 |
2008年 | 23篇 |
2007年 | 30篇 |
2006年 | 31篇 |
2005年 | 21篇 |
2004年 | 18篇 |
2003年 | 21篇 |
2002年 | 13篇 |
2001年 | 14篇 |
2000年 | 11篇 |
1999年 | 13篇 |
1998年 | 9篇 |
1997年 | 8篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 8篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1990年 | 13篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1974年 | 2篇 |
1973年 | 4篇 |
1970年 | 3篇 |
1963年 | 3篇 |
排序方式: 共有2160条查询结果,搜索用时 0 毫秒
81.
Pedro Rosário José Carlos Núñez Luisa Trigo Carina Guimarães Estrella Fernández Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187
The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed. 相似文献
82.
László Kovács Jr 《Science & Education》1996,5(3):309-311
The present article is based on Zoltán Bay's Old Education, New Teaching — an unpublished paper written for the XXVIIth National Meeting of Secondary School Physics Teachers (5–7th April, 1984 Veszprém, Hungary). 相似文献
83.
Jiří Kotásek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(6):473-487
The paper attempts to characterize and explain the social, political and economic climate underlying educational dilemmas and visions in Czechoslovakia and other Central European countries after the collapse of communist regimes. The new democracies are becoming huge laboratories of social and educational reform — issues of great importance to comparative education. The most urgent dilemma is whether to restore the pre-war educational system, or to follow the mainstream of educational development. Educational policy is also seeking to find a specific solution to a second dilemma: statism versus liberalism in organization, funding, structure and curriculum. The hindering factor is underestimation of the significance of educational policy in the global reform process. Finally, the author quotes Havel's vision of a new politics of education based on consciousness and self-recognition of mankind.
Zusammenfassung Dieser Artikel versucht, das soziale, politische und wirtschaftliche Klima zu charakterisieren und zu erklären, das den Schwierigkeiten und Vorstellungen im Bildungswesen der Tschechoslowakei und anderer zentraleuropäischer Länder nach dem Zusammenbruch der kommunistischen Regierungsformen zu Grunde liegt. Die neuen Demokratien entwickeln sich zu riesigen Laboratorien sozialer und erzieherischer Reform — Themen von großer Bedeutung für die vergleichende Erziehung. Das dringendste Problem ist die Frage, ob man das vor dem Krieg bestehende Bildungssystem wieder einführen oder der Hauptrichtung der bildungspolitischen Entwicklung folgen soll. Die Bildungspolitik sucht außerdem nach einer spezifischen Lösung für ein zweites Problem: Planwirtschaft kontra Liberalismus in Organisation, Finanzierung, Struktur und Curriculum. Störfaktor ist die Unterschätzung der Bedeutung einer Bildungspolitik im globalen Reformprozeß. Abschließend zitiert der Autor Havels Vision einer neuen Bildungspolitik, die auf Bewußtsein und Selbsterkennung der Menschheit basiert.
Résumé Cet article tente de caractériser et d'expliquer le climat social, politique et économique sous-jacent aux problèmes et aux visons de l'éducation en Tchécoslovaquie et dans d'autres pays d'Europe centrale après la chute des régimes communistes. Les nouvelles démocraties se transforment en d'énormes laboratoires de réforme sociale et éducative, questions qui sont toutes d'une grande importance pour l'éducation comparée. Le problème le plus urgent est de savoir si l'on doit restaurer le système éducatif d'avant la guerre ou si l'on doit suivre le courant majeur du développement de l'éducation. La politique éducative cherche aussi à apporter une solution spécifique à un deuxième problème, à savoir étatisme ou libéralisme dans l'organisation, le financement, la structure et les programmes d'étude. Le facteur qui fait obstacle est la sous-estimation de l'importance de la politique éducative dans le processus de réforme globale. Enfin, l'auteur cite la vision de Havel d'une nouvelle politique d'éducation fondée sur la conscience et la reconnaissance naturelle de l'humanité.相似文献
84.
Ilona Kovács 《Slavic & East European Information Resources》2013,14(4):259-266
The author discusses the history and work of the program at the National Széchényi Library to find, document, and collect Hungarica—defined as published in Hungary, written in the Hungarian language, written by a Hungarian author, or written about Hungary or Hungarians—published in Hungary or outside of it. Today both domestically-published and foreign Hungarica are documented in the library's online catalog and in a database of humanities research in Hungarian studies. 相似文献
85.
86.
87.
88.
Victoria Quesada Miguel Ángel Gómez Ruiz Maria Beatriz Gallego Noche Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002
Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation. 相似文献
89.
Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil 《Learning and Instruction》2009,19(1):13-27
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. 相似文献
90.