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The essence of text mining and data mining is that a machine and software are used for content analysis of large digital corpora. The Publishing Research Consortium commissioned a study on content mining of scholarly journal articles with 29 expert interviews and an international survey among publishers. The main results are: (i) content mining developments appear to be accelerating with more applications in more areas; (ii) third‐party demand for content mining is widespread but still at low levels of frequency; (iii) publishers' permissions for content mining are quite liberal, especially for research‐driven mining requests; (iv) half of the publisher respondents undertake mining of their own content; and (v) content mining is on the rise – publishers and third parties both report an increase in planned mining activities. As content mining of journal articles spreads and intensifies, cross‐publisher solutions can better help facilitate content mining. The study investigated the interest and willingness of publishers to support a set of different solutions, from one shared content mining platform to commonly agreed access terms for mining and standardization of mining‐friendly content formats. 相似文献
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This paper discusses the situation of women who study engineering in the Netherlands. Quantitative data expressing the underrepresentation of women in engineering is presented against the background of some characteristics of the Dutch society. Next we consider the position of the women who did enter a technical university. Their drop-out rates are compared with those of men. Drawing on the results of our qualitative interviews, we sketch a picture of factors and processes which influence the course of their study. It is argued that the social intergration of women affects the way they deal with the two dominant questions ‘can I do it’ and ‘do I want this’. 相似文献
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Lifelong Learning within HE in The Netherlands 总被引:1,自引:0,他引:1
MARJA VAN DEN DUNGEN 《European Journal of Education》2009,44(3):339-350
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This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory—underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity—they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so. 相似文献
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According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family. 相似文献
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