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951.
Margaret Trotta Tuomi Elina Lehtomäki Magreth Matonya 《International Journal of Disability, Development & Education》2015,62(2):202-214
Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All of the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life and sufficient financial support. Student life integration, especially peer study groups, and university staff training were emphasised along with structural modifications needed for campus facility access. They understood the importance of education, especially as women with disabilities, and the impact educated women with disabilities have as role models for young women, those with disabilities and without. 相似文献
952.
953.
Hannu Räty 《Educational studies》2015,41(3):272-275
This study examined whether notions of intelligence tend to maintain a group’s social-educational identity. A sample of academically and vocationally educated parents were asked to give their opinions of a statement proposing that a theoretical university education enables people to gain a deeper understanding of most matters. It was found that only among the academic parents, support for the statement tended to amplify endorsement of a general, individualised and essentialistic representation of intelligence. 相似文献
954.
Markus Hennig Bärbel Mertsching Frederic Hilkenmeier 《European Journal of Engineering Education》2015,40(6):683-701
The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a fundamentals of electrical engineering course is presented. The concept focuses on gaining specific mathematical knowledge and competencies in the technical context of this course. For this purpose, a complementary blended learning scenario centring around a web-based learning platform and involving an adaptation of the course was developed. The concept particularly considers the heterogeneity of today's student groups and is discussed with regard to related approaches, didactical considerations, and technical implementation. For the interventions, the results of a questionnaire-based evaluation proving students' acceptance and positive influence on examination performance are presented. 相似文献
955.
This study set out to examine parents’ and teachers’ perceptions of children’s educational resilience. As expected, the parents attributed greater levels of educational resilience to their children than did the teachers. However, both the parents and teachers assessed the sixth graders’ educational resilience as higher than that of the third graders. The results suggest that perceptions of educational resilience may represent a different dimension from views relating to children’s achievement in school. 相似文献
956.
Vehviläinen Sanna Souto Anne-Mari 《International Journal for Educational and Vocational Guidance》2022,22(2):449-466
International Journal for Educational and Vocational Guidance - The aim of this article is to show how interaction research can contribute to the understanding and praxis of socially just guidance.... 相似文献
957.
Science & Education - The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers’ perceived importance and perceived current practices,... 相似文献
958.
Xiangzi Ouyang Xiao Zhang Pekka Räsänen Tuire Koponen Marja-Kristiina Lerkkanen 《Child development》2023,94(3):633-647
Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from preschool (age 6) to fourth grade (2007–2011). Five subtypes were identified: the arithmetic fluency deficit only subtype, the counting deficit subtype, the pervasive deficit subtype, the symbolic deficit subtype, and the counting and concept deficit subtype. Different subtypes depended on different constellations of language and spatial deficits. Findings highlight the effectiveness of CDM in identifying MLD subtypes and underscore the importance of understanding the specific deficits and antecedents of the subtypes. 相似文献
959.
Gesa Schaadt Annika Werwach Hellmuth Obrig Angela D. Friederici Claudia Männel 《Child development》2023,94(3):e166-e180
Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = −2.95) and 6 to 10 months (β = −.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition. 相似文献
960.
Matti Kuittinen Matti Meriläinen Hannu Räty 《European Journal of Psychology of Education - EJPE》2014,29(1):63-80
The study set out to explore an array of key competencies required by psychologists, along with a method for assessing them. The respondents (n?=?353) were a representative sample of young Finnish psychologists with professional experience of between 1 and 6 years. They were requested to rate 52 statements of competence. A set of explorative factor analyses was conducted separately for four predetermined competence domains: client management, personal/professional identity and autonomy, consciousness of professional limits and professional development. In total, the analysis generated 11 competence dimensions. It was found that the extent of work experience was related to the ratings of these competence domains. For instance, newly qualified psychologists tended to rate their competences higher than those of psychologists with a few more years of professional experience. 相似文献