全文获取类型
收费全文 | 128篇 |
免费 | 3篇 |
专业分类
教育 | 97篇 |
科学研究 | 6篇 |
各国文化 | 4篇 |
体育 | 5篇 |
信息传播 | 19篇 |
出版年
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 6篇 |
2017年 | 3篇 |
2016年 | 3篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 34篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1942年 | 1篇 |
1922年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有131条查询结果,搜索用时 9 毫秒
71.
In developing graduates for the knowledge society lecturers in higher education may seek to strengthen links between research and teaching. Much of the previous work on the research-teaching nexus is within traditional universities and subject disciplines. In aiming to deepen understanding of the research and teaching nexus this paper focuses on the academic identities of higher education lecturers working in newer higher education institutions and in the professional fields of nursing and of teacher education. A qualitative study, informed by professional identity construction as an ecological concept, was conducted. The findings align with previous studies concerning similarities between lecturers in nurse and teacher education, but they contrast with previous studies concerning differences between these two groups of lecturers. Similarities include the priority given by professional educators to their responsibility for preparing new clinical practitioners; the research-led model as the lecturers’ main approach to the research-teaching nexus; and their difficulties in coping with current demands in academic work. Differences between the two groups of lecturers include the way that ‘practitioner identity’ is positioned within their current academic identities and the way that they position initial education within the wider professional field. These differences indicate different kinds of connections between teaching and research. The paper proposes an ecological approach to understanding the research-teaching nexus. 相似文献
72.
Bystanders in Schools: What Do They Do and What Do They Think? Factors Influencing the Behaviour of English Students as Bystanders 总被引:1,自引:0,他引:1
This article reports on the English data from an international research project. Students' reports of being bullied are detailed but the main emphasis is on the role of the bystander, that is, what students did when they witnessed bullying in school and the reasons they gave for their actions. The study found that there were differences between students, in particular between primary and secondary phase students, and schools, in these areas. The responses are explored and the characteristics of those who intervened or did not. The implications for research and practice are debated. 相似文献
74.
75.
Campus common reading programs are intended to stimulate critical thinking and dialogue across disciplines yet scarce evidence exists to evaluate the success of such programs. We assess the extent to which engagement in an environmentally-themed common reading program is related to (1) concern for waste-related issues, (2) beliefs that addressing waste is an individual responsibility, and (3) individual behaviors intended to reduce personal waste. Results are drawn from a sample of undergraduate students (n = 398) with varying levels of engagement in the common reading program. Students who participated in the common reading program have higher levels of concern for waste than those who did not, are more likely to locate responsibility for addressing the problem of waste on the individual, and self-report higher frequency of engagement in individual efforts to reduce waste. We conclude with recommendations for further developing the critical thinking capacity of campus common reading programs. 相似文献
76.
77.
This study explored the judgments and reasoning of Chinese adolescents (13-18 years of age) from 3 regions of mainland China (N = 574) regarding procedures for making decisions involving children in peer, family, and school contexts. Participants evaluated 2 democratic decision-making procedures (majority rule and consensus) and decision making by adult authorities for 2 decisions embedded in each social context. Judgments and reasoning about decision-making procedures varied by social context and by the decision under consideration, and evaluations of procedures became more differentiated with increasing age. The findings reveal that concepts of rights, individual autonomy, and democratic norms (majority rule) are salient aspects of Chinese adolescents' social reasoning and are used to evaluate critically existing social practices. 相似文献
78.
Boyd F. Richards 《Performance Improvement Quarterly》1988,1(1):19-32
With the rapid advancements in artificial intelligence, computer science, and information management seen today, it is becoming increasingly feasible to improve the performance of professional white collar workers with intelligent job aids (i.e., expert systems). Already, performance technologists are advocating and predicting their wide spread adoption. Nevertheless, while such high tech performance interventions are relatively new to business, they have existed in medical research labs and clinics for nearly 20 years. Because of the almost ideal match between medical decision making and the emergent capabilities of knowledge engineering, artificial intelligence researchers made medicine one of their major testing grounds. In this article, I summarize the use of intelligent job aids in medicine as a source of insights for anticipating how they can and should be used by professionals in other areas. These insights include three generalizations which form the conclusion of the paper: (a) intelligent job aids must address a real need, (b) they must be compatible with professionals' larger “performance systems,” and (c) the adoption of intelligent job aids will depend as much on future trends as on the professionals' needs or performance systems. 相似文献
79.
80.
Marleen F. Westerveld Gail T. Gillon Anne K. van Bysterveldt Lynda Boyd 《International Journal of Early Years Education》2015,23(4):339-351
This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development. 相似文献