全文获取类型
收费全文 | 2978篇 |
免费 | 45篇 |
国内免费 | 6篇 |
专业分类
教育 | 2218篇 |
科学研究 | 164篇 |
各国文化 | 25篇 |
体育 | 409篇 |
综合类 | 3篇 |
文化理论 | 64篇 |
信息传播 | 146篇 |
出版年
2023年 | 31篇 |
2022年 | 53篇 |
2021年 | 68篇 |
2020年 | 114篇 |
2019年 | 177篇 |
2018年 | 228篇 |
2017年 | 226篇 |
2016年 | 170篇 |
2015年 | 113篇 |
2014年 | 109篇 |
2013年 | 635篇 |
2012年 | 123篇 |
2011年 | 78篇 |
2010年 | 73篇 |
2009年 | 74篇 |
2008年 | 65篇 |
2007年 | 54篇 |
2006年 | 61篇 |
2005年 | 43篇 |
2004年 | 35篇 |
2003年 | 45篇 |
2002年 | 37篇 |
2001年 | 43篇 |
2000年 | 22篇 |
1999年 | 24篇 |
1998年 | 23篇 |
1997年 | 16篇 |
1996年 | 25篇 |
1995年 | 19篇 |
1994年 | 22篇 |
1993年 | 15篇 |
1992年 | 10篇 |
1991年 | 14篇 |
1990年 | 13篇 |
1989年 | 18篇 |
1988年 | 18篇 |
1987年 | 13篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 8篇 |
1983年 | 6篇 |
1982年 | 9篇 |
1981年 | 6篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1970年 | 4篇 |
排序方式: 共有3029条查询结果,搜索用时 31 毫秒
991.
Guillaume Sérandour Alfredo Illanes Jorge Maturana Janet Cádiz 《Assessment & Evaluation in Higher Education》2016,41(8):1129-1143
Assessment is a notorious source of preoccupation for faculty and university governing bodies, especially when an institution initiates curricular reforms which shift the programme learning outcomes for knowledge to competencies. One obstacle to acceptance arises from a culture of quantitative assessment (often represented by a single mark), which is at odds with the concept of outcome assessment which is by essence subjective, qualitative and multidimensional. The method presented here is specifically concerned with learning activities where students need to demonstrate competency in learning outcomes of different natures. It describes a methodological framework that can be used in any programme that aims at developing multidimensional learners, but operates in a context where the final assessment product is a single quantitative grade. This method follows a classical approach to the evaluation of each learning outcome. It then proposes an innovative way of ranking students by categorising their overall performance based on conditions that reflect the integral nature of the learning process, to allow teaching staff to assign a range of marks for each student. Finally, a last step allows a quantitative ranking of students within each category, yielding a single quantitative mark for the course while remaining coherent with the learning goals. 相似文献
992.
Leticia Gallegos-Cázares Fernando Flores-Camacho Elena Calderón-Canales José-Manuel Posada de la Concha 《Infancia y Aprendizaje》2017,40(2):343-380
This research presents the way in which children from a Nahua indigenous community build representations of the Earth’s shape, as well as the process that causes day and night. Concepts from school and local culture were studied. For the first case, a questionnaire was applied to 331 children, out of which 38 children were then interviewed on the topics from the questionnaire. For the cultural ideas, three teachers from the region and 30 children from the sample were interviewed. The results show that the representations depend on the form of questioning and the existence of three models: a flat structure with a celestial dome and mechanisms that hide or remove the Sun or the Moon in order to create day and night; a spherical structure with a surrounding sky, where the Sun and Moon rise and set; and a transitional model with a hollow sphere, flat surface and celestial dome. Cultural ideas do not appear to have any influence over these models, probably due to a loss of the community’s cosmogonic knowledge and the age of the children. 相似文献
993.
Aragón-Méndez María del Mar Acevedo-Díaz José Antonio García-Carmona Antonio 《Cultural Studies of Science Education》2019,14(3):525-555
Cultural Studies of Science Education - This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on... 相似文献
994.
Merce Garcia-Mila Mª Puy Pérez-Echeverría Yolanda Postigo Eduardo Martí Constanza Villarroel Fernando Gabucio 《Infancia y Aprendizaje》2016,39(1):187-218
AbstractThe present paper deals with how eleventh grade high school students and university undergraduate students studying environmental science use evidence to write an argumentative text. They were presented with a dilemma with four sets of data (two pro and two anti nuclear energy). Half the sample was given the data in graph format and the other half in table format. The four sets of data differed according to their complexity. We analysed the structure of argument, the use of the evidence (either provided or their own) according to the participants’ position on the dilemma, and the presence of confirmation bias. Our results show a good argumentative competence that does not seem to be affected either by the students’ educational level or data format. We observed an effect of the complexity of the data in relation to the participants’ position. 相似文献
995.
Alfonso Gutiérrez-Martín Alba Torrego-González Miguel Vicente-Mariño 《Cultura y Educación》2019,31(2):267-295
AbstractThe digital age of post-truth is the ideal breeding ground for fake news and misinformation. In the world of social networks and the Internet in general, commercial interests hold primacy over the importance of the veracity of the information provided. In this study, we have carried out a quantitative and qualitative content analysis of the messages published as comments on the most popular videos about Pokémon Go published in Spanish on YouTube. The main objective of the study is to analyse not only the content of the videos but, above all, users’ reactions to the misinformation provided. The results confirm the hypothesis that misinformation is promoted by the crisis of truth as a journalistic and social value, by economic interest and by the lack of suitable media education. We conclude by advocating the need to recover truth as a journalistic and social value in the digital context, and to accept that media literacy is an essential task to be assumed by all educational agents: schools, media and social groups. 相似文献
996.
Analía Bergé 《Educational Studies in Mathematics》2008,67(3):217-235
This paper focuses on teaching and learning the set of real numbers R and its completeness property at the university level. It studies, in particular, the opportunities for understanding this
property that students are offered in four undergraduate correlative courses in Calculus and Analysis. The theoretical framework
used in the study draws on concepts developed in the Anthropological Theory of Didactics, especially the notions of praxeology
and mathematical organization. The paper shows different expectations concerning the same notion (R and its completeness) through different school levels, and intends to bring up some reflections about the transition from
Calculus to Analysis.
相似文献
Analía BergéEmail: |
997.
998.
999.
Ivo Jirásek Irena Plevová Miroslava Jirásková Adéla Dvořáčková 《Studies in Continuing Education》2016,38(3):334-354
This paper describes an analysis of mind maps capturing the experiences of the participants in an experiential and outdoor education course. The method of mind mapping is usually limited to a quantitative scoring analysis and comparative content analysis of concepts. As a consequence, the visual elements of the information are usually ignored, but to analyze the holistic information, it is necessary to analyze its visual elements. This intention underlines this study of five chosen pairs of mind maps made by participants in the outdoor course comparing their impressions at the beginning and end of the course. A qualitative review of the visual and symbolic levels of information found a significant impetus occurring in the participants’ view of their life journey and the possibility of changes due to the course experience. There is a visible tendency toward changes between first and second maps, from vague fears to acceptance of one's self, from polarity to holistically perceived reality, from vague concepts to colorful visual symbolism, from focus on the past to open acceptance of the future, from personality to community, and from the physical dimension of the experience to the spiritual or holistic level of the meaning of the experience. 相似文献
1000.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
Kenneth TobinEmail: |