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921.
Ruth M. Stock-Homburg Shannon L.M. Heald Christian Holthaus Nils Lennart Gillert Eric von Hippel 《Research Policy》2021,50(8):104068
Problem-solving by everyday individuals is thought to occur as a two-step process. First, an individual identifies or formulates a problem, followed by entering into a subsequent search to find the best solution. Here, however, we consider an alternative process that everyday individuals may use for solution finding first theorized by von Hippel and von Krogh (2016). Specifically, von Hippel and von Krogh proposed that everyday individuals may sometimes discover a solution and the need it satisfies simultaneously without the need for apriori problem formation, a cognitive process they called “need-solution pair recognition”. Utilizing a rich literature from psychology and neuroscience, we propose that seemingly spontaneous discoveries found by need-solution pair recognition are natural products of the object recognition system and its underlying mechanisms. This view asserts that on encountering an object and reasoning how it might be used (i.e. functional object understanding), an individual's perception of an object may culminate in recognizing the object as a solution, and in some cases, as a solution to a problem previously unknown to him or her, thus bypassing formal problem-formulation and active solution searching entirely. To empirically test this view, we manipulated the ability of everyday individuals to functionally reason about objects while we examined the spontaneous occurrence of solutions found by either need-solution pair recognition or traditional problem-first problem-solving. Consistent with our hypothesized mechanism, our results indicate that need-solution pair recognition occurs more frequently when constraints on functional object understanding are reduced. That is, we found that needsolution pair discoveries outpaced solutions found from traditional problem solving, in environments with unfamiliar objects, where participants were not directed to solve specific problems. Our results provide clear evidence that everyday individuals in the household sector do not always innovate through traditional problem-solving processes, but instead may arrive at solutions as they recognize and reason about objects. Implications for research and practice in household innovation, and for innovation more generally are considered. 相似文献
922.
The effects of civic education on political knowledge. A two year panel survey among Belgian adolescents 总被引:1,自引:0,他引:1
Marc?HoogheEmail author Ruth?Dassonneville 《Educational Assessment, Evaluation and Accountability》2011,23(4):321-339
Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the
currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have
shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate
whether civic education efforts at school contribute to political knowledge levels. The analysis is based on the Belgian Political
Panel Survey, a 2 year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects
at school contribute significantly to political knowledge levels 2 years later on. Furthermore, we can observe an interaction
effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics,
on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have
strong cognitive effects, but that these effects are not always related to classical civic education efforts and we discussion
the policy implication for civic education. 相似文献
923.
924.
Baumsteiger Rachel Hoffmann Jessica D. Castillo-Gualda Ruth Brackett Marc A. 《Learning Environments Research》2022,25(2):465-483
Learning Environments Research - We investigated the impact of RULER—an evidence-based approach to social and emotional learning—on school climate. Students and teachers from 37 Mexican... 相似文献
925.
Ruth Dann 《Assessment in Education: Principles, Policy & Practice》2014,21(2):149-166
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts. 相似文献
926.
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing theories of learning. 相似文献
927.
A learner‐centered approach is a central feature of instruction based on a constructivist learning model. However, there is some confusion regarding the requirement for behavioral activity as a prerequisite for a learner‐centered environment. We offer evidence in this article that some types of behavioral activity can interfere with cognitive learning processes. We recommend that instructional professionals focus on cognitive activity and summarize evidence‐based methods that support appropriate cognitive activity in behaviorally passive and active learning environments. 相似文献
928.
This study investigated whether intuitive, naive conceptions of “living things” based on objects’ mobility (movement = alive)
persist into adolescence and affect 10th graders’ accuracy of responses and reaction times during object classification. Most
of the 58 students classified the test objects correctly as living/nonliving, yet they demonstrated significantly longer reaction
times for classifying plants compared to animals and for classifying dynamic objects compared to static inanimate objects.
Findings indicated that, despite prior learning in biology, the intuitive conception of living things persists up to age 15–16 years,
affecting related reasoning processes. Consideration of these findings may help educators in their decisions about the nature
of examples they use in their classrooms. 相似文献
929.
Ruth A. Berman 《Infancia y Aprendizaje》2018,41(1):84-89
This brief homage touches on a few of Annette Karmiloff-Smith’s outstanding scholarly contributions in the cognitive sciences, her unique personal attributes and the impact her work and life have had on the author and on many others in the cognitive sciences since she completed her doctoral studies at the University of Geneva in the 1970s. 相似文献
930.
Ruth Gwernan‐Jones Philip Macmillan Brahm Norwich 《Journal of Research in Special Educational Needs》2018,18(2):136-146
This paper describes the mixed methodology evaluation of the Own‐Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi‐experimental evaluation in which 33 students in years 7–9 in four schools used OVIP over an 8 week period and were monitored at three times for their word reading, phonic decoding and phonological skills. Students, teaching assistants and teachers involved were also interviewed about the use of OVIP, the perceived processes and outcomes. Assessment results showed that OVIP was associated with greater gains in word reading than these students' usual teaching/intervention approaches. Those interviewed also experienced benefits associated with using OVIP. It was further found that word reading gains were not related to a measure of being at risk of significant literacy difficulties. Participants identified the use of their own voice, the student's agency and working at their own pace as key factors relevant to how OVIP worked. These factors aligned with a working OVIP programme theory. The findings are discussed in terms of further development and research related to an own voice approach to addressing persistent literacy difficulties. 相似文献