全文获取类型
| 收费全文 | 721篇 |
| 免费 | 6篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 460篇 |
| 科学研究 | 100篇 |
| 各国文化 | 9篇 |
| 体育 | 58篇 |
| 文化理论 | 18篇 |
| 信息传播 | 83篇 |
出版年
| 2024年 | 6篇 |
| 2023年 | 7篇 |
| 2022年 | 11篇 |
| 2021年 | 13篇 |
| 2020年 | 19篇 |
| 2019年 | 31篇 |
| 2018年 | 34篇 |
| 2017年 | 26篇 |
| 2016年 | 21篇 |
| 2015年 | 13篇 |
| 2014年 | 17篇 |
| 2013年 | 154篇 |
| 2012年 | 19篇 |
| 2011年 | 16篇 |
| 2010年 | 12篇 |
| 2009年 | 15篇 |
| 2008年 | 5篇 |
| 2007年 | 9篇 |
| 2006年 | 8篇 |
| 2005年 | 8篇 |
| 2004年 | 8篇 |
| 2003年 | 7篇 |
| 2002年 | 6篇 |
| 2001年 | 7篇 |
| 2000年 | 6篇 |
| 1999年 | 8篇 |
| 1998年 | 4篇 |
| 1997年 | 6篇 |
| 1996年 | 4篇 |
| 1995年 | 8篇 |
| 1994年 | 6篇 |
| 1993年 | 6篇 |
| 1992年 | 9篇 |
| 1991年 | 7篇 |
| 1990年 | 4篇 |
| 1987年 | 8篇 |
| 1986年 | 5篇 |
| 1984年 | 5篇 |
| 1982年 | 8篇 |
| 1981年 | 9篇 |
| 1980年 | 5篇 |
| 1978年 | 7篇 |
| 1977年 | 13篇 |
| 1976年 | 10篇 |
| 1973年 | 5篇 |
| 1889年 | 9篇 |
| 1865年 | 4篇 |
| 1862年 | 6篇 |
| 1830年 | 5篇 |
| 1828年 | 6篇 |
排序方式： 共有728条查询结果，搜索用时 0 毫秒
101.
Bichler Sarah Stadler Matthias Bühner Markus Greiff Samuel Fischer Frank 《Instructional Science》2022,50(3):335-359
Instructional Science - Extensive research has established that successful learning from an example is conditional on an important learning activity: self-explanation. Moreover, a model for... 相似文献
102.
Sofia Nyström Johanna Dahlberg Samuel Edelbring Håkan Hult Madeleine Abrandt Dahlgren 《Studies in Continuing Education》2017,39(3):303-319
The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration. 相似文献
103.
Samuel J. Vine Don Hyung Lee Rosanna Walters-Symons Mark R. Wilson 《European Journal of Sport Science》2017,17(1):85-92
AbstractThe aim of the study was to explore the significance of the ‘timing’ of the quiet eye (QE), and the relative importance of late (online control) or early (pre-programming) visual information for accuracy. Twenty-seven skilled golfers completed a putting task using an occlusion paradigm with three conditions: early (prior to backswing), late (during putter stroke), and no (control) occlusion of vision. Performance, QE, and kinematic variables relating to the swing were measured. Results revealed that providing only early visual information (occluding late visual information) had a significant detrimental effect on performance and kinematic measures, compared to the control condition (no occlusion), despite QE durations being maintained. Conversely, providing only late visual information (occluding early visual information) was not significantly detrimental to performance or kinematics, with results similar to those in the control condition. These findings imply that the visual information extracted during movement execution – the late proportion of the QE – is critical when golf putting. The results challenge the predominant view that the QE serves only a pre-programming function. We propose that the different proportions of the QE (before and during movement) may serve different functions in supporting accuracy in golf putting. 相似文献
104.
105.
Samuel Akande Bello Felix Chimeziri Azubuike Olumuyiwa A. Akande 《Higher Education Quarterly》2023,77(3):574-584
The reputation disparity between teaching and research has stirred up an unending debate. The age-long notion that teaching and research overlap has become a controversial issue in academia. Consequences of the institutionalization of Publish OR Perish (POP) abound in the literature. This paper investigates the reputations disparity between teaching and research productivity and the rewards for these academic activities. It explores which, out of teaching activities and research publications receive higher or less attention and rewards. Relevant existing literature was reviewed to establish the institutionalization of POP and its consequences of the reputations disparity between teaching and research and its adverse effects on these activities. Evidence from the literature reviewed reveals the existence of POP reputation disparity as part of its consequences. A key finding is that teaching activities are insignificant and unrewarded as research publications. Neither the effectiveness nor the number of teaching loads counts like the numbers of publications. 相似文献
106.
107.
An analysis of medical schools was conducted by means of a factor analysis of multiple demographic measures. Three factors emerged which described the principal dimensions that characterize four-year medical school environments. Upon comparing these factors with a previous study, it was apparent that the environmental characterization for medical schools have remained generally constant over the last several years. An additional factor, Graduate Emphasis, was, however, identified. A visual representation is presented to demonstrate the similarity of the medical schools on these three factors. 相似文献
108.
In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying
constructs of the disposition for CT, such as one’s ability, sensitivity and inclination to engage in critical, mindful thought.
Environmental factors that enhance or inhibit the development of a generalisable disposition for critical thought are discussed.
Finally, we present a set of empirically-verified classroom practices that can help to foster a disposition for CT. 相似文献
109.
110.