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91.
Pierre Cam 《Assessment in Education: Principles, Policy & Practice》2001,8(3):291-314
The French government adopted a policy of raising the education level of young people following a vocational track in response to the growing problems this group was experiencing in entering the labour market. To achieve these ends, a new diploma was created, the 'bac professionnel'. In the French education system, the baccalauréat has traditionally operated as both a level of education and a social barrier. The baccalauréat thus offers its holders both the chance to follow higher-level studies and also access to middle and upper-middle class jobs. In creating a 'bac professionnel', the French government destroyed the barrier between the middle and the working classes and opened the university gates to young people who until then had been denied access. The effects of the policy have meant the 'massification' of higher education, but also a marked loss of clarity in the way upper levels of education and training are organised, and, at company level, the phenomenon of overqualified people in subordinate positions. 相似文献
92.
Michel Fayol Pierre Barrouillet Chantal Chevrot 《European Journal of Psychology of Education - EJPE》1995,10(3):303-313
In this experiment, 80 children between the ages of three and ten produced and judged drawings of a person and a house. Two alternative hypotheses were tested. Under the first hypothesis, young children have internal models of persons and objects which are comparable to those of adults, but they have problems implementing their knowledge and planning and managing the graphic activity. If this hypothesis is true, we should obtain an interaction between age and type of task (production vs. judgement). Under the second hypothesis, children’s drawings are a direct reflection of their internal models of the items drawn. This hypothesis predicted a significant positive correlation between performance on production and judgement. In the judgement task, the subjects were presented with pairs of drawings and asked to indicate the more elaborate drawing. For the house and the man drawing, children by the age of three were able to correctly determine the most elaborated of the two presented drawings. A strong interaction was obtained between age and type of task (production or judgement), due to the fact that the difference between production performance and judgement performance decreases with age. The discussion suggests a limited cognitive capacity hypothesis to account for the results, and proposes some possibilities for future studies. 相似文献
93.
94.
Pierre Dillenbourg 《Instructional Science》1989,18(3):193-216
This paper presents the principles and the architecture of PROTO-TEG, a self-improving tutor in geometry. This system is able to discover criteria useful for selecting the didactic strategies it has at its disposal. These criteria are expressed as characteristics of the student model. They are elaborated by comparing student model states recorded when a strategy was effective and those recorded when the same strategy was not effective. This comparison is performed by machine learning methods, or, more precisely, by learning concepts from examples. An empirical experiment was performed in order to assess the self-improving functions; conditions were discovered for five of the nine didactic strategies. However, this new knowledge did not lead to PROTO-TEG being more efficient in terms of student performance.Some parts of this paper were presented at the ITS 88 Conference, in Montreal, June 1988; and other parts were presented at the second European seminar on Intelligent Tutoring Systems, in Le Mans (France), October 1988. 相似文献
95.
Antonia Aelterman Nadine Engels Karen Van Petegem Jean Pierre Verhaeghe 《Educational studies》2007,33(3):285-297
Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3–12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level. 相似文献
96.
There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual interviews conducted with women teachers to explore their views of the ‘glass ceiling’. Despite significant evidence of the barriers to management positions faced by women teachers, interpretative frameworks drawing on discourses of individualization and personal choice are most prominent among these to make sense of the low proportion of women in school management. However, the paper also identifies the existence of alternative discourses recognizing the existence of gender inequalities. 相似文献
97.
Jean Pierre Changeux 《Mind, Brain, and Education》2011,5(1):3-4
Works of art can be viewed as elements of a human‐specific nonverbal communication system, distinct from language. First, the cognitive abilities and skills required for art creation and perception are built from a cascade of events driven by a “genetic envelope”. Essential for the understanding of artistic creation is its epigenetic variability. Second, artistic contemplation and creation may be tentatively viewed as a discrete and singular conscious synthesis taking place within the personal global neuronal workspace of external perceptions, internal memories and stored emotions. Third, there is a need for rules that constrain and restrict in a top‐down manner the selection of representations generated by the artist's brain. Finally, artistic creation is a part of the personal history of the artist and stems from an anterior historical evolution. 相似文献
98.
99.
Jean Pierre Elonga Mboyo 《Educational Philosophy and Theory》2018,50(14):1487-1488
100.
This article presents a comprehensive review of literature and practice on the measurement and evaluation of ICT impact in general and of selected public eServices (eGovernment, eHealth, and eInclusion), within the context of the Information Society paradigm. It calls for a sustained meta-level analysis, in which it is important to have a self-reflexive layer where we evaluate and measure how we evaluate and measure, and what the implications and the trade-offs are. The analysis justifies the call for reflexivity as a necessary step towards advancing our understanding of the impact of ICT within the Information Society domains observed. The article concludes presenting some possible ways of re-coupling the conceptual and technical dimensions of the measurement process and linking the production of measurement data more closely with impact evaluation causal models and hypotheses. It suggests that this could be achieved by refocusing on the micro level and stimulating a gradual micro-macro link through an intermediate (meso) level, which effects need to be described using different measurements and evaluation paradigms. In order to do so it is required to refine and test our theories and models to find out where it would be most feasible to scale up to the global (macro) level and to shape and inform the production of more valid measurement indicators for better informing evidence-based policy making in the Information Society. 相似文献