全文获取类型
收费全文 | 590篇 |
免费 | 7篇 |
专业分类
教育 | 401篇 |
科学研究 | 47篇 |
各国文化 | 1篇 |
体育 | 84篇 |
文化理论 | 8篇 |
信息传播 | 56篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 9篇 |
2021年 | 17篇 |
2020年 | 26篇 |
2019年 | 27篇 |
2018年 | 66篇 |
2017年 | 41篇 |
2016年 | 33篇 |
2015年 | 16篇 |
2014年 | 22篇 |
2013年 | 83篇 |
2012年 | 31篇 |
2011年 | 33篇 |
2010年 | 21篇 |
2009年 | 17篇 |
2008年 | 18篇 |
2007年 | 25篇 |
2006年 | 13篇 |
2005年 | 22篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 18篇 |
2001年 | 7篇 |
2000年 | 1篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有597条查询结果,搜索用时 15 毫秒
21.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
22.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(3):251-255
Educational Assessment, Evaluation and Accountability - 相似文献
23.
24.
Klingner Stephan Miller Mihail Becker Michael Schumacher Frank 《Journal of Cultural Economics》2021,45(4):633-670
Journal of Cultural Economics - In the competitive, increasingly international music business, publishers are developing new ways to increase effectiveness and efficiency of the monetization of the... 相似文献
25.
Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC. 相似文献
26.
The development of peak performances is a main research focus in sports science. It is unclear how many former top junior athletes achieve success in the elite class later. The aim of the present study was to examine the careers of athletes who participated in major junior or adult/elite cycling events using prospective and retrospective analysis of competition results. The official results of major junior (age < or = 18 years) and elite (age > 18 years) cycling races from 1980 to 2004 were analysed. Age-related aspects, career lengths, and success were compared between riders who presented results in both junior and elite races (JUNIOR ELITE) and riders who had no junior race results (ELITE ONLY). Altogether, 27,454 results of 8004 athletes from 108 countries were collected. We found that 29.4% of the elite athletes had participated in junior World Championships, and that 34% of the participants in junior World Championships later participated in major elite competitions. JUNIOR ELITE athletes are significantly more successful in several cycling disciplines and have their first and last elite result at a younger age than ELITE ONLY athletes. No difference was found in career lengths. The data presented here emphasize the importance of long-term training programmes in the development of peak performance in cycling. 相似文献
27.
Andreas Bauer Jan Romberg Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》2005,49(3):194-205
Zur Beherrschung der komplexen vernetzten und verteilten Funktionen von Automotive-Software ist eine Beschreibung des zu erstellenden
Systems auf verschiedenen Abstraktionsebenen und schrittweise überg?nge zwischen diesen Ebenen notwendig. Neben der Definition
geeigneter Ebenen werden zur Unterstützung echtzeitkritischer Systemanteile ein einheitliches Berechnungsmodell, ebenenspezifische
Beschreibungstechniken, sowie methodische Regeln für diese Abstraktionsebenen eingeführt und in den Werkzeugprototypen AutoFocus integriert. 相似文献
28.
Empirical research on public libraries and social capital has primarily been oriented toward discovering how libraries contribute to social capital in local contexts, rather than contributing to solving the theoretical puzzles of the social capital literature. In spite of this, it has produced interesting findings that align with new developments in social capital research. These findings emphasize the significance of institutions in generating social capital. By outlining and applying the main theoretical perspectives on generating social capital, this paper analyzes the findings of the literature on public libraries and how social capital is created. Theoretical perspectives on social capital will undoubtedly benefit the study of social capital's creation in and by the library. Including library-specific social capital research within the wider social capital research community can benefit social capital research in general. 相似文献
29.
Andreas Fejes 《British Journal of Sociology of Education》2008,29(6):653-664
Educational guidance is often seen as something good and empowering for the individual. In the present article, such taken‐for‐granted ideas will be destabilised by analysing educational guidance as a practice in which confession operates as a technology that fosters and governs specific subjectivities. White papers produced by the Swedish Ministry of Education will be analysed drawing on Foucault’s concepts of technologies of the self and governmentality. I shall argue that the practice of educational guidance fosters our will to learn through the technology of confession. We are not only confessing ourselves to, and are the confessors of others, we are also our own confessors; that is, we confess our inner desires to ourselves, thus participating in shaping desirable subjectivities. Our desires in life coincide with the political ambition to govern, and thus we govern ourselves. 相似文献
30.
Social media challenge knowledge management because of encouraging conversations, networking and participation in more distributed, diverse and dynamic ways of knowledge development and increasingly important individuals’ interests driving them. Hence, we need to understand the complex relationships between different qualities of knowledge developed in informal and formal processes as well as for overcoming misalignments in routines, tools and infrastructures supporting organizational knowledge creation. This paper contributes a maturation perspective towards explaining organizational knowledge creation and presents a knowledge maturing model, which is grounded in organizational practice and validated with qualitative and quantitative empirical and design studies. The results describe how characteristics of knowledge and support by IT change between phases of knowledge maturing. Our findings confirm theories of organizational knowledge creation with respect to expanding scopes from individuals through communities to organizations moving from interest-driven knowledge exploration in informal contexts to goal-driven knowledge exploitation in formal contexts. The maturation perspective adds to our understanding that organizational knowledge creation is not simply a continuous process. Phases that emphasize changeability alternate with phases concerned with stability. Knowledge develops in contexts that need to switch multiple times between opening up for new knowledge and filtering relevant knowledge and between de- and re-contextualization. 相似文献