全文获取类型
收费全文 | 225篇 |
免费 | 2篇 |
国内免费 | 2篇 |
专业分类
教育 | 175篇 |
科学研究 | 23篇 |
各国文化 | 3篇 |
体育 | 11篇 |
文化理论 | 4篇 |
信息传播 | 13篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 16篇 |
2017年 | 9篇 |
2016年 | 12篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 55篇 |
2012年 | 4篇 |
2011年 | 16篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 8篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 5篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1992年 | 2篇 |
1990年 | 1篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1961年 | 1篇 |
1923年 | 1篇 |
1915年 | 1篇 |
1912年 | 1篇 |
排序方式: 共有229条查询结果,搜索用时 0 毫秒
11.
The European university landscape: A micro characterization based on evidence from the Aquameth project 总被引:2,自引:0,他引:2
Cinzia Daraio Andrea BonaccorsiAldo Geuna Benedetto LeporiLaurent Bach Peter BogetoftMargarida F. Cardoso Elena Castro-MartinezGustavo Crespi Ignacio Fernandez de LucioHarold Fried Adela Garcia-AracilAnnamaria Inzelt Ben JongbloedGerhard Kempkes Patrick LlerenaMireille Matt Maria OlivaresCarsten Pohl Tarmo RatyMaria J. Rosa Cláudia S. SarricoLéopold Simar Stig SlipersaeterPedro N. Teixeira Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164
This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity. 相似文献
12.
Jill Adler Sarmin Hossain Mary Stevenson John Clarke Rosa Archer Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. 相似文献
13.
14.
15.
Joan Josep Suñol Joan Pujol Lidia Feliu Rosa Maria Fraguell Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637
This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness. 相似文献
16.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
17.
18.
Rosa M. Rodríguez-Izquierdo 《Cultura y Educación》2018,30(1):177-204
The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level. 相似文献
19.
In view of the challenges facing universities in our days and in accordance with the guidelines of the EHEA, the present article presents the results of a project which aims to unite the use of blogs and a competency approach. Specifically, the project is structured around two basic, complementary aims: 1. The design and implementation of a teaching innovation project which through the use of blogs promotes the development of certain professional competencies and 2. To assess the experiences and comments of students regarding the use of blogs in a university context, in order to appraise how students assess the use of this new learning tool. To achieve the latter aim, we used a methodology that combines a questionnaire with content analysis, using a sample of 82 subjects. The article shows that university students consider the blog as a tool that enables the acquisition of professional competencies, boosts the teaching-learning process, and foments the development of reflection. Based on these results, several proposals are made concerning the use of blogs, including activities related to reflection, provision of training-focused feedback, and the use of labels as an exercise of metareflection, amongst others. 相似文献
20.
Allan B. de Guzman Praxedes S. M. dela Rosa Clotilde N. Arcangel 《Educational Research for Policy and Practice》2005,4(2-3):65-82
This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher
education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of
a globalized teacher education, impact of globalization in teacher education, and problems of teacher education in the context
of globalization were the delineated factors investigated in this study. A total of 23 respondents comprising 13 university
teachers, 6 deans and 4 educational researchers were asked to participate in an audio-taped interview and written responses.
Data yielded by the interview were transcribed and categorized based on saliency, meaning and homogeneity. Clearly, this study
has disclosed efforts initiated at both pre-service and in-service education levels in response to the challenges of globalization
consistent with the collective view of the various sectors.
This research segment is part of a research project submitted to the Asia-Pacific Education Policy Research Initiative/KEDI
(AP-EPRI/KEDI) and funded by the World Bank/GDN. 相似文献