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RESUMENEl objetivo de este trabajo fue incrementar las vocalizaciones espontáneas en un deficiente mental profundo como requisito previo antes de su incorporación a los programas de implantación del habla. El procedimiento utilizado resultó eficaz no sólo en las sesiones de tratamiento sino en su medio ambiente. 相似文献
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ResumenEste trabajo analiza la incidencia del contexto material y social en el aprendizaje de niños entre cinco y ocho años. Se asume que puede existir una interacción entre estas dos dimensiones del contexto. Se presentan datos relacionados con el aprendizaje en una tarea causal y otra lógico-matemática considerando la eficacia de la interacción del niño con el adulto y/o los iguales. La muestra está formada por 96 niños, distribuidos en un grupo de control y dos grupos experimentales. Se realizan análisis cuantitativos y cualitativos. Los resultados muestran que la interacción individual con el adulto resulta especialmente eficaz en la tarea causal y, sobre todo, en los niños que tenían un nivel más bajo al comenzar el proceso de aprendizaje. Por otra parte, la interacción con los iguales produce mejores resultados en ambas tareas cuando los niños interactúan con otros niños más hábiles en la tarea. Finalmente, se observan diferencias en la eficacia de las estrategias de instrucción que utiliza el adulto en función del tipo de tarea. 相似文献
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Ramón López-Facal María Pilar Jiménez-Aleixandre 《Cultural Studies of Science Education》2009,4(3):689-695
This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing
the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to
particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities;
on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so
sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations
of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications
for developing critical thinking and for dealing with SSI in the classrooms are outlined.
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
María Pilar Jiménez-AleixandreEmail: |
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
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Allyson Holbrook Lisa Panozza Elena Prieto 《International Journal of Science and Mathematics Education》2009,7(4):723-740
Responding to concerns that engineering is a poorly understood occupation and that young people are exposed to stereotyped
images of scientists and engineers at an early age, this investigation sought to identify how science and engineering is portrayed
in contemporary junior fiction (ages 8–12) and to what extent. An examination of 4,800 junior fiction titles in one region
in New South Wales, Australia, identified as few as 71 titles that addressed themes related to engineering and the sciences.
While the crazy, nerdy, scientific stereotype exists in these stories, mostly in humorous vein, we found that fictional characters
were split between the nerdy, eccentric, and the more serious and professional types who were depicted as more popular. The
emphasis was on male characters, but not exclusively so. There were limited details that could be associated with engineering.
Where building, making, and working with machines featured, they were depicted as male activity and primarily connected to
vehicles, mostly cars. We concluded that while young people, particularly girls, were unlikely to gain accurate or compelling
images about engineering as an occupation from this source at present, as a medium for informing the young and their parents,
the potential of fiction was considerable. 相似文献
68.
First- and 3rd-year university students were surveyed regarding cultural attitudes and climate. Comfort in cross-cultural situations and respect for other cultures correlated with overall satisfaction for all students. However, the more Asian Americans, Hispanic Americans, and Whites were aware of diversity and changing their behavior accordingly, the less satisfied they were. Awareness of diversity was not related to overall satisfaction for African Americans. 相似文献
69.
This research studied the way immigration is depicted by the neighborhood press of Barcelona. Mainstream media tend to give visibility to immigrants when problems arise. Through this visibility based on problems, and the processes of framing, a virtual social identity is constructed and given to the immigration population. However, the neighborhood press of Barcelona, inscribed within the Catalan regional press’ own idea of journalism, offers a different approach to this issue due to its history, neighborhood and commitment to the region. Through a frame analysis, three main frames gave a depiction of the immigrants different from the one the mainstream media use. The results show that this differentiated depiction still stereotypes immigrants while not granting them enough visibility even when there is no blaming or attack. In this sense, while accounting for the differences, the neighborhood press of Barcelona misses a chance of depicting immigration in a more accurate way. 相似文献
70.
Antonio Buo Soto Katell Peoch Tommaso Fasano Jorge Diaz-Garzon Bernardino Gonzlez de la Presa Valerie Chicha-Cattoir Simone Canovi Maria Sanz de Pedro Nayra Rico Tiphaine Robert Efrem Bonelli Pilar Fernndez Calle Aurea Mira Guillaume Lefevre Luigi Vecchia Jose Luis Bedini 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
IntroductionThe Fourth Universal Definition of Myocardial Infarction Global Taskforce recommends the use of high sensitive troponin (hs-Tn) assays in the diagnosis of acute myocardial infarction. We evaluated the analytical performance of the Atellica IM High-sensitivity Troponin I Assay (hs-TnI) (Siemens Healthcare Diagnostics Inc., Tarrytown, USA) and compared its performance to other hs-TnI assays (Siemens Advia Centaur, Dimension Vista, Dimension EXL, and Abbott Architect (Wiesbaden, Germany)) at one or more sites across Europe.Materials and methodsPrecision, detection limit, linearity, method comparison, and interference studies were performed according to Clinical and Laboratory Standards Institute protocols. Values in 40 healthy individuals were compared to the manufacturer’s cut-offs. Sample turnaround time (TAT) was examined.ResultsImprecision repeatability CVs were 1.1–4.7% and within-lab imprecision were 1.8–7.6% (10.0–25,000 ng/L). The limit of blank (LoB), detection (LoD), and quantitation (LoQ) aligned with the manufacturer’s values of 0.5 ng/L, 1.6 ng/L, and 2.5 ng/L, respectively. Passing-Bablok regression demonstrated good correlations between Atellica IM analyser with other systems; some minor deviations were observed. All results in healthy volunteers fell below the 99th percentile URL, and greater than 50% of each sex demonstrated values above the LoD. No interference was observed for biotin (≤ 1500 µg/L), but a slight bias at 5.0 g/L haemoglobin and 50 ng/L Tn was observed. TAT from was fast (mean time = 10.9 minutes) and reproducible (6%CV).ConclusionsReal-world analytical and TAT performance of the hs-TnI assay on the Atellica IM analyser make this assay fit for routine use in clinical laboratories. 相似文献