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排序方式: 共有221条查询结果,搜索用时 15 毫秒
61.
Education and Information Technologies - This study aims to examine the paths between excessive Internet use, school burnout and parental monitoring and their predictor effects in peer bullying and... 相似文献
62.
K. Husain R. N. Sahu R. Rahman A. Nair 《Indian journal of clinical biochemistry : IJCB》1995,10(1):45-47
The levels of norepinephrine (NE), dopamine (DA) serotonin (5-HT) and its metabolite 5-hydroxyindole acetic acid (5-HIAA)
have been determined in the cerebrospinal fluid (CSF) of normal (n=25) and suicidal attempt cases (n=30). A significant decrease
in the level of NE (p<0.01), 5-HT(p<0.001) and 5-HIAA (p<0.001) in the CSF of suicide attempt cases were observed as compared
to normal controls. It is concluded that CSF 5-HIAA level which is drastically depleted may be used as an early biochemical
indicator of suicidal attempt so that it may be treated by the drugs which can enhance the suppressed neurotransmitter activity. 相似文献
63.
Fazal Rizvi 《The Australian Educational Researcher》1997,24(1):13-26
64.
The radical transformations and deep continuities of a decade: Turkish educational policy, 1938–1950
Mustafa Gündüz 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):252-265
Turkey witnessed many educational and cultural policy innovations between 1938 and 1950. Realising strictly secular practices against religion and traditional culture pre-1946, political elites of the time aimed to construct a humanistic culture unique to Turkey. Educational policies were considered the most efficient tools in reaching this ideal. Despite the adverse economic conditions of the time, western cultural institutions were adopted without reservation for modernisation. It was throughout the same time period that a number of other innovative projects such as the village institutes, western translations, new journals, Turkish encyclopaedism, and physical education for the entire public were undertaken. However, as these developments were devoid of a solid historical and sociological foundation, they were forced to change under the new world order post-1945. Despite the changing perspectives on religion, history and cultural life, the policies of the ?smet ?nönü era succeeded in carrying the heritage of the Kemalist era to our day. The true dynamics behind this success are the educational practices of the 1940s and their formal and hidden curricula and rituals. 相似文献
65.
ABSTRACTAlthough over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility. 相似文献
66.
There are few techniques available to numerically solve linear Fredholm integrodifferential-difference equation of high-order. In this paper we show that the Taylor matrix method is a very effective tool in numerically solving such problems. This method transforms the equation and the given conditions into the matrix equations. By merging these results, a new matrix equation which corresponds to a system of linear algebraic equation is obtained. The solution of this system yields the Taylor coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the differential, difference, differential-difference and Fredholm integral equations. In some numerical examples, MAPLE modules are designed for the purpose of testing and using the method. 相似文献
67.
Khalida Tanvir Syed 《Interchange》2008,39(2):245-257
This paper aims to clarify three current misconceptions about the Islamic faith and issues of human rights and women’s rights
in the West. The first misconception is that Muslims are terrorists because they believe in Jihad. It is factually the case
that Islamic teachings stress the value of peace and prosperity for all human beings. The second misconception is that Muslims
prohibit scientific knowledge and only aim to seek religious knowledge. To the contrary, Qur’an emphasizes that the opportunity
to seek all forms of knowledge is a human right and responsibility of all Muslims. The third misconception and perhaps, the
most controversial, is that Islam oppresses women. In reality, Islam offers women the right to make their own choices in the
areas of education, business, and property, to name a few. By sharing my own experiential narrative as a Muslim born woman
and that of a Canadian women who converted to Islam, I can actually see the similarities between human rights in Islam and
the United Nation’s Universal Declaration of Human Rights (1948). 相似文献
68.
Joanne Higginson Julie McLeod Fazal Rizvi 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):633-646
ABSTRACTSchooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘nation building’. Some schools might now also be engaged with ideas of the ‘the global’ not only through policy practices and priorities, but also through the social dynamics of migration and movement. In globalizing times neither class formation nor schooling can be thought of simply in national terms. They are connected to globalizing forces yet cannot be divorced from their national specificity. We suggest that within Australia recent and historical emphases on skilled migration are pivotal to considering local connections to global middle class circuits. We argue for new approaches to studying the school experiences of global middle-class families and students, through a focus on transnational connectivities, generational dynamics, family and social life, rather than on more ‘culturalist’ approaches and national comparisons. 相似文献
69.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
70.
Marwan Elnaghi Sarmad N. Alshawi Muhammad Mustafa Kamal Vishanth Weerakkody Zahir Irani 《Government Information Quarterly》2019,36(2):196-207
E-Government adoption and implementation has gained noticeable momentum across many developed and developing economies. Nevertheless, transitioning from the “electronic” to the stage of “transformational” domain – coined as t-Government – is posing the greatest challenge of how government services respond to changes in the broader economy and society. Despite considerable investments and the wide use of Information and Communications Technology (ICT), research literature on e-Government suggests that government services have yet to reach the full potential of seamless integration, where all transactions are completed electronically. Through a detailed analysis of the extant e-Government literature and a case study based empirical research, this paper explores the domain of e-Government in identifying the possible reasons for this potential shortfall in achieving full integration. Furthermore, the paper intends to highlight an aspect of complexity surrounding crossing the integration gap as the authors denote by “eChasm” in the e-Government conceptual model that leads to transformation. In addition, it focuses on radical change through Business Process Re-engineering (BPR) and the call for strategic style of leadership, for cross-agency collaboration leading to a successful realisation of transformational government (t-Government). It is interesting to note that researchers and public sector leaders have started to realise that implementing and managing the transformation of public services, copiously satisfying the users and stakeholders, is a task of multi-dimensional complexity. 相似文献