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131.
Sans résuméI.R.E.M. de Paris-Sud 相似文献
132.
在现行小学数学教科书,都把两个数的比定义为两个数相除,这样的定义不仅削弱了比的现实功能,而且无法让学生感悟比的数学本质.论证了比的本质是两个数量倍数关系的表达与度量,还论证了比与除法、分数、比例的差异.并且,对相关内容的教学提出了建议. 相似文献
133.
This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan Africa is investigated via an analysis of the second wave of data collected by the Southern and East African Consortium for Monitoring Education Quality (SACMEQ) in six low income countries and four lower middle income small states. The findings on various pupil background, social and economic wealth-related factors associated with disadvantage/advantage are interpreted using a capability approach. Hence, the study goes beyond reiterating the well-known relationship between socio-economic status and rurality with learning outcomes to identify what it is that primary school pupils in East and Southern Africa can or cannot do that influences their acquisition of literacy. 相似文献
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135.
Conceptions of Quality in Four Different Disciplines 总被引:1,自引:0,他引:1
Jouni Kekäle 《Tertiary Education and Management》2002,8(1):65-80
The paper is based on a book(written by the author and his colleague MarkkuLehikoinen) dealing with definitions of qualityand views on the applicability of differentmethods of quality assessment to four differentdisciplinary fields: physics, biology,sociology and history. The paper focuses onconceptions and definitions of quality voicedby scholars representing the differentdisciplines. The study involved semi-structuredin depth interviews with 33 experiencedscholars. The disciplines under study werechosen to represent diverse disciplinarycultures, with the aim of finding out about thepotential impact of (social and cognitive)cultural characteristics of the disciplines onconceptions of quality. The findings show bothcommon views across disciplinary fields anddisciplinary differences. 相似文献
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137.
高校跨越式发展观念透视 总被引:1,自引:0,他引:1
王长乐 《河北师范大学学报(教育科学版)》2003,5(4):22-29
跨越式发展观念及目标 ,应该是一种具有客观性、逻辑性的社会性概念。跨越式发展现象在我国许多高校中的流行 ,具有深厚的社会文化及制度原因。在高校中倡导追求跨越式发展目标的现象 ,既具有促进高校发展和进步的积极作用 ,又具有引发和助长贪大求全、不切实际、虚假浮躁现象的消极作用。对于目前许多高校倡导追求跨越式发展目标的现象 ,作者的恳切提示为 :谨防浮躁 ! 相似文献
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139.
段方乐 《娄底职业技术学院学报》2006,4(1):14-18
马克思历史唯物主义方法的确立,不是在哲学上对旧唯物主义和唯心主义的简单超越,而是在经济学研究过程中对近代唯物主义经验论和古典经济学方法的逻辑改造和发展。 相似文献
140.
Danièle Coquin-Viennot Stéphanie Moreau 《European Journal of Psychology of Education - EJPE》2003,18(3):267-279
The objective of this research was to compare two types of models used in problem solving: those which give priority to intermediate qualitative representations, such as the episodic situation model, and those which are centred on the activity of the participant and are of a procedural nature. Two-step distributive problems were chosen that could be solved using two different strategies: factorisation or development. These problems were given to French primary school pupils in year groups 3rd grade (8–9 years old) and 5th grade (10–11 years old). Each problem was formulated in four different ways by crossing two variables which modify the text: on the one hand, the presence of an element structuring the objects enumerated in the problem and on the other hand, the order of the numerical data. We have noted the percentage of ‘factorisation’ strategies used by the pupils. The results show that (1) factorisation was most often used by the older pupils; (2) the presence of a structuring element increased the number of factorisations whereas the order of the numerical data had no effect. This suggests that the problem-solving models which involve the episodic situation model are more suited to result interpretation than procedural models. 相似文献