全文获取类型
收费全文 | 523篇 |
免费 | 8篇 |
专业分类
教育 | 460篇 |
科学研究 | 19篇 |
各国文化 | 2篇 |
体育 | 16篇 |
文化理论 | 2篇 |
信息传播 | 32篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 32篇 |
2019年 | 48篇 |
2018年 | 22篇 |
2017年 | 22篇 |
2016年 | 26篇 |
2015年 | 12篇 |
2014年 | 25篇 |
2013年 | 82篇 |
2012年 | 14篇 |
2011年 | 16篇 |
2010年 | 11篇 |
2009年 | 14篇 |
2008年 | 8篇 |
2007年 | 14篇 |
2006年 | 11篇 |
2005年 | 13篇 |
2004年 | 16篇 |
2003年 | 14篇 |
2002年 | 13篇 |
2001年 | 11篇 |
2000年 | 18篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 6篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1984年 | 2篇 |
1981年 | 4篇 |
1979年 | 4篇 |
1973年 | 2篇 |
1970年 | 3篇 |
1969年 | 2篇 |
1968年 | 3篇 |
1955年 | 1篇 |
1934年 | 1篇 |
1929年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1920年 | 2篇 |
1918年 | 2篇 |
1826年 | 3篇 |
排序方式: 共有531条查询结果,搜索用时 0 毫秒
81.
Marie‐Christine P. J. Knippels Sabine E. Severiens Tanja Klop 《International Journal of Science Education》2013,35(15):2057-2083
The present study examined the outcomes of a newly designed four‐lesson science module on opinion‐forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16‐year‐old students’ opinion‐forming skills in the context of genomics and to test the effect of the use of fiction in the module. The basic hypothesis tested in this study is whether fiction stimulates students to develop opinions with regard to socio‐scientific issues. A quasi‐experimental pre‐test and post‐test design was used, involving two treatment groups and one control group. One of the experimental groups received a science module incorporating movie clips (i.e., the movie group). The other experimental group received the same science module, but only news report clips were used (i.e., the news report group). Prior to and after the module, 266 secondary school students completed a questionnaire to test their opinion‐forming skills. The results demonstrate that the science module had a significant positive effect on students’ opinion‐forming skills and that the movie group improved their skills more compared with the news report group. It may be concluded that the use of fiction—to be more specific, movie clips about genomics extracted from feature films—to introduce a socio‐scientific issue in the classroom stimulates students to develop their opinion‐forming skills. 相似文献
82.
We investigated the effects of stereotypical expectations regarding cultural diversity on teachers’ feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers’ feelings of burnout and self-efficacy beliefs (Study 1) and their stress with respect to culturally responsive teaching and locus of control (Study 2). Teachers who were confronted with a highly culturally diverse school showed higher feelings of burnout and stress and lower self-efficacy than teachers presented with a school low in cultural diversity. School composition affected teachers from primary and secondary schools differently. The consequences of holding stereotypical beliefs about highly culturally diverse schools are discussed. 相似文献
83.
84.
85.
This paper reviews two main historical approaches to creativity: the Romanticist approach, based on the culture of the irrational, and the Enlightenment approach, based on the culture of the objective. It defends a paradigm of creativity as a sum of rich semiotic systems that form the basis of distributed knowledge and learning, reviews historical ideas of the university, and identifies two conflicting mainstream models in regards to understanding of the university as a public good: the ‘Public’ University circa 1960–1980, and the ‘post-historical’ university. Based on practical experiences, and on previous works by Peters and Jandri?, it develops the new model of ‘the creative university as digital public university’, and argues that it provides a useful philosophical goal for directing present and future practices of the contemporary university. 相似文献
86.
87.
Sabine Gerstner Franz X. Bogner 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):425-438
Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced by gender? (3) Is the concept map structure a reliable indicator of students' learning success? Sample: One hundred and forty-nine high-achieving 5th-grade students from four German secondary schools participated in the study. The average age of participants was 10½ years. Gender distribution was balanced. Students produced concept maps working in small, single-sex groups. Design and methods: There were two teaching approaches used: one based upon teacher-centred instruction and one consisting of student-centred learning. Both were followed by a concept-mapping phase. Student groups experienced either one or the other teaching approach. Concept map structures were analysed using of the method of Kinchin, Hay and Adams. We defined three different possible types of concept map structure: spokes, chains and nets. Furthermore, for assessing a student's short- and longer-term learning success, we constructed a multiple-choice knowledge test applied in a pre-, post-, retention-test design. Parametric tests, such as MANOVA, one-way ANOVA and t-tests were used to identify any differences in gender, teaching approach, number of nets per concept map and their interactions. Results: Type of teaching approach had an effect on concept map structure but not on students' longer-term learning success. Students of the teacher-centred approach produced more net structures than those students who participated in the hands-on instruction. Subsequent analyses showed in total more net structures for female groups. The interaction of gender and number of nets per concept map showed a significant effect on students' longer-term learning success. Conclusion: The study suggests that Kinchin's classification scheme for assessing concept map quality may be a good indicator of students' learning success when applied in combination with a knowledge test. 相似文献
88.
89.
Education policy, welfare and the language of the market 总被引:1,自引:0,他引:1
Michael Peters 《The Australian Educational Researcher》2000,27(2):63-85
90.
Gerhard Bissels Sabine D. Klein Isabelle de Kaenel 《Health information and libraries journal》2019,36(4):372-377
The feature is a part of the series about medical library services in various countries. It gives an overview of medical library services to support research, education and clinical practice in Switzerland. Data were collected by means of an online survey and set in the wider context of the Swiss healthcare system. Key findings are that library services, including support by academic librarians, are provided to health care staff in hospitals – both university and others, while there is no information service infrastructure to serve the large number of GPs and specialists who mostly run their own practice. The authors recommend that – if the health authorities take EBM seriously – information services should be introduced for these small practices. J.M. 相似文献