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91.
Pablo Latapí 《Prospects》1990,20(1):51-57
Founding director of the Centro de Estudios Educativos (Centre for Educational Studies) in Mexico City and of the Revista Latinoamericana de Estudios Educativos(Latin American Journal of Educational Studies). He was in charge of the National Programme of Educational Research of the National Council for Science and Technology. He now carries out research at the Regional Centre for Adult Education and Functional Literacy for Latin America. His recent publications include: La política de alfabetización de seis países latinoamericanos, Participatory Research: A New Research Paradigm?and Elementos para una propuesta orientada a elevar la calidad: La enseñanza tutorial. 相似文献
92.
Investigating the factors that diminish the barriers to university-industry collaboration 总被引:2,自引:0,他引:2
Although the literature on university-industry links has begun to uncover the reasons for, and types of, collaboration between universities and businesses, it offers relatively little explanation of ways to reduce the barriers in these collaborations. This paper seeks to unpack the nature of the obstacles to collaborations between universities and industry, exploring influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners. Drawing on a large-scale survey and public records, this paper explores the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers. The analysis shows that prior experience of collaborative research lowers orientation-related barriers and that greater levels of trust reduce both types of barriers studied. It also indicates that breadth of interaction diminishes the orientation-related, but increases transaction-related barriers. The paper explores the implications of these findings for policies aimed at facilitating university-industry collaboration. 相似文献
93.
Matthew Inglis Juan Pablo Mejia-Ramos Adrian Simpson 《Educational Studies in Mathematics》2007,66(1):3-21
In recent years several mathematics education researchers have attempted to analyse students’ arguments using a restricted
form of Toulmin’s [The Uses of Argument, Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate
mathematics students, and argue that a superior categorisation of genuine mathematical argumentation is provided by the use
of Toulmin’s full scheme. In particular, we suggest that modal qualifiers play an important and previously unrecognised role
in mathematical argumentation, and that one of the goals of instruction should be to develop students’ abilities to appropriately
match up warrant-types with modal qualifiers. 相似文献
94.
Juan Pablo Valenzuela Cristián Bellei Claudio Allende 《School Effectiveness & School Improvement》2016,27(4):473-491
The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade. 相似文献
95.
F. Javier Núñez Carlos Galiano Alejandro Muñoz-López Pablo Floria 《Journal of sports sciences》2020,38(14):1624-1628
ABSTRACT The aims of this study were to compare the force profile of using a horizontal cylinder-shaped axis or a vertical cone-shaped axis to provide resistance in rotary inertia devices, and to report the evolution of kinetic and kinematic variables in experienced athletes during a half-squat exercise. Twenty-two healthy active men participated in the assessment of time, peak velocity, peak force, time to reach the peak force, average force, impulse, and range of movement, during a half-squat incremental test performed on conical inertial device (CP) and on cylinder inertial device (YY). The analysis showed that YY during CON-ECC phased generates substantial higher peak_force, mean_force, impulse, time, and a lower peak_velocity, than CP. We never obtained eccentric overload for peak_force or mean_force. CP offers less resistance to accelerate-decelerate the movement with respect to YY, we need checking whether eccentric overload it is being produced, and the impulse was the only kinetic variable that was able to discriminate between the inertias and devices. 相似文献
96.
La enseñanza de una lengua extranjera en el medio escolar se conceptualiza en este artículo desde una perspectiva histórico-cultural, planteando la necesidad de recurrir al diseño cultural de entornos y actividades en la LE a partir de las peculiaridades del entorno social de los niños y del centro escolar. El diseño cultural del proceso de enseñanza-aprendizaje propone vertebrar la programación en torno a ejes de subsistemas de actividades rectoras procedentes de la cultura que permitan al niño acceder a la lengua extranjera como un sistema global de sentidos y significados. 相似文献
97.
AbstractIn the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational results do not seem to match the expectations generated. For this reason, this revision seeks to make up for the scant attention paid to the possible harmful effects of the use of ICT based on research and educational practice. After providing a general overview of the impact of ICT on learning, we survey the results of studies that reveal potential negative consequences of their use inside and outside the school context. We analyse their impact on both academic performance and other more specific areas, such as reading comprehension, and we stress the negative effects on so-called ‘digital natives’. In short, what stands out is the importance of an evidence-based education practice which bears in mind the possible harmful effects of using ICT and bears in mind that its beneficial effects seem to rely on not only how much but also how they are used. 相似文献
98.
Juan Pablo Mejia-Ramos Evan Fuller Keith Weber Kathryn Rhoads Aron Samkoff 《Educational Studies in Mathematics》2012,79(1):3-18
Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research
on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper,
we address these issues by presenting a multidimensional model for assessing proof comprehension in undergraduate mathematics.
Building on Yang and Lin’s (Educational Studies in Mathematics 67:59–76, 2008) model of reading comprehension of proofs in high school geometry, we contend that in undergraduate mathematics a proof is
not only understood in terms of the meaning, logical status, and logical chaining of its statements but also in terms of the
proof’s high-level ideas, its main components or modules, the methods it employs, and how it relates to specific examples.
We illustrate how each of these types of understanding can be assessed in the context of a proof in number theory. 相似文献
99.
100.
Pablo del Río 《Infancia y Aprendizaje》2013,36(35-36):139-173
ResumenSe analizan las relaciones entre información y formación al consumidor y las implicaciones psicológicas y educativas en uno y otro caso, prestando especial atención a tres diferentes competencias aspectos: (estrategias de procesamiento de la información, capacidad de memoria y habilidades para la resolución de problemas); los factores evolutivo-contextuales (influencia y diseño de los contextos de consumo) y direccionalidad de la conducta: (autonomía, normatividad y estructuración de las actividades del niño como consumidor).De cara al diseno de políticas sociales y programas educativos se analizan: los procesos de consumo familiar y la educación del niño consumidor en el contexto familiar, el consumo como contenido explícito e implícito en el curriculum escolar y alternativas de programación, y el papel educativo de los medios de comunicación de masas en este campo. 相似文献