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A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness and economic performance vary. A three-tier market categorisation enhances academic performance. 相似文献
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James F. Baumann 《Infancia y Aprendizaje》2013,36(31-32):89-108
RESUMENLa comprensión de las ideas principales es una destreza lectora importante, y suele ser lo que discrimina los buenos lectores de los deficientes. El propósito de este estudio es desarrollar un método de instrucción directa para enseñar a los niños la comprensión de las ideas principales, y evaluar su eficacia frente al método tradicional (instrucción por medio de libros de lectura básicos). El grupo entrenado (grupo estrategia) con instrucción directa rindió mejor en la aptitud para recoger las ideas principales que el grupo básico (que siguió el método tradicional) y adquirieron estas destrezas con mayor profundidad y comprensión. Pero no hubo diferencias en la aptitud para las ideas principales en el recuerdo. 相似文献
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Knowledge production and scientific research have become increasingly more collaborative and international, particularly in pharmaceuticals. We analyze this tendency in general and tie formation in international research networks on the country level in particular. Based on a unique dataset of scientific publications related to pharmaceutical research and applying social network analysis, we find that both the number of countries and their connectivity increase in almost all disease group specific networks. The cores of the networks consist of high income OECD countries and remain rather stable over time. Using network regression techniques to analyze the network dynamics our results indicate that accumulative advantages based on connectedness and multi-connectivity are positively related to changes in the countries’ collaboration intensity whereas various indicators on similarity between countries do not allow for unambiguous conclusions. 相似文献
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Uwe Opolka 《中国科学院院刊(英文版)》2004,18(2)
The Shanghai Institute for Advanced Studies is committed to the outlined goals of the older science academies, but is also trying to look beyond them to find its own course. 相似文献
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ABSTRACTReflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart. 相似文献
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Matthias?Grundmann Olaf?Groh-SambergEmail author Uwe?H.?Bittlingmayer Ullrich?Bauer 《Zeitschrift für Erziehungswissenschaft》2003,6(1):25-45
Zusammenfassung Der Topos Bildungsungleichheit hat in der jüngsten Zeit eine Renaissance erfahren. Wie im Anschluss an den so genannten Sputnik-Schock
und die Diskussionen der 1960er-bis 70er-Jahre wird durch den PISA-Schock die Frage nach der Qualit?t von Bildung erneut virulent.
Gleichzeitig jedoch scheint die heutige bildungstheoretische Debatte zu eingeengt. Sie reduziert sich auf institutionalisierte
schulische Bildung und vernachl?ssigt die zentrale Bedeutung au?erschulischer Bildungsprozesse, die sozialstrukturell variieren.
So lassen sich aufgrund der — allerdings trotz sozialwissenschaftlicher Dauerbeobachtungen bis heute leider dünnen — Forschungsbasis
deutliche Differenzen in milieuspezifischen Bildungsstrategien von Heranwachsenden und ihren Eltern feststellen. In Familie
und Gleichaltrigengruppe herrschen demnach erfahrungsbezogene Bildungsinhalte und Strategien vor, die mit den in der Schule
dominierenden Leistungs- und Qualifikationsanforderungen auf sehr unterschiedliche Weise zusammentreffen. Die vorgelegte mesotheoretische
Bestimmung von Bildungsstrategien weist auf M?glichkeiten einer differenzierten Analyse von Bildungsprozessen hin, die an
die makrostrukturellen Pr?missen des Systems sozialer Ungleichheit ebenso anschlussf?hig ist wie an mikrostrukturelle, lebensweltliche
Erfahrungsbezüge der Schülerinnern und Schüler.
Summary Milieu-specific Educational Strategies in Families and Peer Groups “Educational disadvantage” is experiencing a renaissance as a topic of educational debate. Just as following the so-called Sputnik-Shock and discussions in the ’60s and ’70s, PISA has renewed the debate on the quality of education. At the same time, the perspective of current educational theory seems too narrow. It focuses on institutionalized school education and overlooks the central importance of educational processes outside of the school, which vary according to social structure. Despite continuous observations within this field, scientific research is weaker than might be expected. However, differences in milieu-specific strategies for education are clearly identifiable between young people and their parents. We propose that experience-based educational content and strategies predominate in both families and peer groups, and that these coincide with the achievements- and qualifications-based educational demands within schools in quite different ways. The following meso-theoretic investigation of educational strategies points to the potential of analyses, which can integrate both the macro-structural conditions of systems of inequality and the experiential, micro-structural reference points of pupils.相似文献