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971.
Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools 总被引:1,自引:0,他引:1
Ruben Vanderlinde Johan van Braak Ruben Hermans 《Educational technology research and development : ETR & D》2009,57(4):573-584
In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions
of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical
rationale with a main focus on student competencies. We illustrate our point of view by describing the formal educational
technology curriculum recently administered by the government in Flanders. This curriculum is written in terms of attainment
targets and has clear implications on the nature of educational technology which is no longer dependent on teachers’ individual
efforts or willingness, but is becoming compulsory at the school level. Furthermore, we present two levers that facilitate
the integration process of educational technology in general and the realization of technology curricula in particular. Technology
coordinators should act more as curriculum managers and change agents, and schools should jointly establish a technology policy
plan.
相似文献
Ruben VanderlindeEmail: |
972.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
973.
There are recent indications regarding the use of online public services that force the government to focus on the more refined conceptualizations digital divide research has produced. This paper addresses one of the factors that appears to be important in several conceptualizations of how to approach the digital divide; the differential possession of so-called digital skills. The problem of being short of skills becomes urgent when governments suppose that citizens are able to complete about every task on the Internet. Operational definitions for operational, formal, information and strategic skills are used to measure the Internet skills of the Dutch population at large, by giving 109 subjects nine government related assignments to be accomplished on the Internet. Subjects were recruited following a two step approach; randomly select a sample from the book/list of fixed telephony subscribers, followed by drawing a selective quota sample for the strata of gender, age and educational level. The results indicate that on average 80% of the operational skill Internet tasks, 72% of formal Internet skills tasks, 62% of the information Internet skills tasks and 22% of strategic Internet skills tasks assigned have been successfully completed. The Dutch government's expectation that every citizen with an Internet connection is able to complete the assignments following tasks the government thinks every Internet user can perform, clearly is not justified. The article provides two types of policy recommendations to change this state of affairs. Recommendations for improving government websites and for improving the skill levels of Dutch citizens are suggested. 相似文献
974.
Evidence of the relative age effect in football in Australia 总被引:1,自引:1,他引:0
R van den Honert 《Journal of sports sciences》2012,30(13):1365-1374
Abstract The birth date distributions of elite male and female footballers in Australia, from junior youth (age 14 and upwards) to senior (professional) players, were examined. A statistically significant relative age effect was found among junior male players, reducing in effect with increasing age. An inter-year relative age effect that became apparent among the players at national level in the Under-17 and Under-20 age groups, due to the timing of the respective World Cups for those age groups, was also identified. It is conjectured that this might lead to players born in certain years having a curtailed pathway in the elite game, leading to drop-out among this very elite group. In the case of women elite players, no significant relative age effect was found among youth players, possibly due to less fierce competition for places, although a significant effect was found to exist at senior elite level. 相似文献
975.
We build and empirically test a model that predicts the display of innovative behavior as a function of environmental change, with recent experience and economic status acting as moderators. We start with the model developed by Slevin (1971), which evolved from the so-called innovation boundary. This is the threshold beyond which the display of innovative behavior becomes attractive. We show how environmental change creates uncertainty about the position of the innovation boundary; however, this uncertainty is reduced by recent experiences. Furthermore, economic status serves as both an enhancer and an inhibitor of innovation. Our model was tested and largely confirmed in two experiments: one conducted in a laboratory setting and one conducted as a discrete choice experiment. Currently experiments are rarely conducted in the field of innovation studies. By presenting this evidence we also hope to encourage more authors to conduct experiments in their work. 相似文献
976.
This study focuses on how the accessibility and quality of co-workers in organizations affect their use as information source. Prior research has produced inconsistent findings concerning these factors’ respective influence on source selection. In this article, we argue that one potential reason for this lies in the lack of coherent definitions of accessibility and quality. To bridge this gap, we unpack these concepts into their underlying dimensions, based on insights derived from social capital theory, more specifically Nahapiet and Ghoshal’s (1998) contribution, to uncovering the multidimensionality of social capital. We empirically test the dimensionality of accessibility and quality, as well as the relative influence of these concepts on human information source selection, in a scenario experiment within an organization. Findings support the proposed dimensionality, and lead to the conclusion that both quality and accessibility influence the selection of human information sources, although quality exerts a slightly stronger influence. 相似文献
977.
This paper offers a new method for benchmarking e-Government services. Government organizations no longer doubt the need to deliver their services on line. Instead, the question that is more relevant is how well the electronic services offered by a particular organization perform in comparison with those offered by others. Benchmarking is currently a popular means of answering that question. The benchmarking of e-Government services has reached a critical stage where, as we argue, simply measuring the number of electronic services is not enough and a more sophisticated approach is needed. This paper details the development of a Contextual Benchmark Method (CBM). The value of CBM is that it is both benchmark- and context-driven. 相似文献
978.
Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills 总被引:1,自引:0,他引:1
Wendy Kicken Saskia Brand-Gruwel Jeroen van Merri?nboer Wim Slot 《Instructional Science》2009,37(5):453-473
In on-demand education, students often experience problems with directing their own learning processes. A Structured Task
Evaluation and Planning Portfolio (STEPP) was designed to help students develop 3 basic self-directed learning skills: Assessing
the quality of own performance, formulating learning needs, and selecting future learning tasks. A case study with 10 first-year
students in the domain of hairdressing was conducted to evaluate STEPP’s use, usability, and perceived effectiveness. Results
from student interviews show that usability and use are influenced by several factors. Students with low prior hairdressing
skills, a weakly developed personal approach to direct their own learning, and an inclination to update STEPP as part of their
weekly routine, use STEPP more frequently than students without these characteristics. Both the supervisor and students who
frequently used STEPP perceived its use as a positive contribution to the development of self-directed learning skills. Furthermore,
this study provides guidelines for the design of development portfolios in on-demand education. 相似文献
979.
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and
outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar
variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables
that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for
inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently
than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings
it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some
additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes
and outcomes. 相似文献
980.
Koen Lombaerts Free De Backer Nadine Engels Johan van Braak James Athanasou 《European Journal of Psychology of Education - EJPE》2009,24(1):79-96
The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. 相似文献