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441.
Sophia ?Jeong Stacey?Britton Kimberly?Haverkos Mel?Kutner Teresa?Shume Deborah?Tippins 《Cultural Studies of Science Education》2018,13(1):299-315
The relationship between sustainability and the Anthropocene takes on new meaning in a time of unprecedented human impact on Earth systems. This relationship is at times contested and not well researched but critical in considering how we will respond to environmental challenges of today and the future. Elaborating on the need for new perspectives and nuanced understandings of sustainability, the contributors to this volume draw on posthumanist and “new” feminist materialist methodologies and theoretical lenses to engage readers in ways, which often contrast with prevailing thinking and research. From the cosmopolitics of place in urban Berlin to the watery space of urban wetlands they share research and rich narratives, which illustrate how sustainability is theorized and enacted across a range of diverse educational contexts. Moving beyond the rhetoric of sustainability, the authors invite us to explore innovative ways to engage with new concepts and emerging tensions that are now influencing the fields of education and sustainability. 相似文献
442.
María Luisa Sanz de Acedo Lizarraga María Teresa Sanz de Acedo Baquedano María Soria Oliver 《Educational studies》2010,36(3):329-340
The objective of this research was to examine the effects of the instruction method “thinking actively in an academic context (TAAC)” on thinking skills, creativity, self‐regulation and academic achievement. The design was pre‐test–intervention–post‐test with control group. The sample included 46 participants (aged 16 to 18 years), 24 experimental and 22 controls. Before and after application of the method, six instruments were used to measure thinking skills and academic achievement. The method, divided into eight stages, was followed in each didactic unit during an academic course. The method allows teaching the thinking skills, the creativity and the self‐regulation simultaneously with the syllabus content. The results showed that greater changes were obtained with the new method of instruction in all the dependent variables. Relevant scientific and educational implications are drawn from the study. 相似文献
443.
Claudia Mitchell David Dillon Teresa Strong‐Wilson Kathleen Pithouse Faisal Islam Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa. 相似文献
444.
Teresa Lucio-Nieto Ricardo Colomo-Palacios Pedro Soto-Acosta Simona Popa Antonio Amescua-Seco 《International Journal of Information Management》2012
It is evident that organizations are demanding more efficient information management technologies in order to offer high quality services for both internal and external clients. Firms pursue the implementation of processes aligned to their strategic and operational objectives and, to achieve these goals, they usually introduce various frameworks and approaches to information technology service management, such as Information Technology Infrastructure Library (ITIL) or Control Objectives for Information and Related Technologies (COBIT). However, once incorporated, it is essential to have mechanisms that guarantee performance efficiency. One of such mechanism is the Service Management Office (SMO). The case analysis presented here describes the lessons learned from its implementation in COTEMAR. The results provide useful insights for firms interested in integrating SMO within IT service management practices. 相似文献
445.
María Luisa Sanz de Acedo Lizarraga María Teresa Sanz de Acedo Baquedano Tomás Goicoa Mangado María Cardelle-Elawar 《Thinking Skills and Creativity》2009,4(1):30-43
Three studies were carried out with Compulsory Secondary Education students to verify the effectiveness of two intervention methods—the infusion method (IM) and the instrumental enrichment program (IEP)—to enhance thinking skills, creativity, behavioral self-regulation, and academic achievement. Study 1 (N = 118) was conducted in order to create the IM, an instruction method designed to teach these skills along with the syllabus content, and to compare its effects with the conventional method (CM). In Study 2 (N = 176), the effects of the IM, the IEP, and the CM were compared in the same variables. In Study 3 (N = 168, using the same subjects as in Study 2), the effects of the IM and the IEP were analyzed to determine whether they were maintained or they increased with time. The results showed that greater changes were obtained with the IM than with the IEP in all the criterial variables and that the effects attained in Study 2, in addition to being significant, persisted at least 1 year after completing the intervention. Relevant scientific and educational implications are drawn from the studies. 相似文献
446.
Three experiments examined children's ability to feel regret following a failure to act prosocially. In Experiment 1, ninety 6- to 7-year-olds and one hundred seven 7- to 9-year-olds were given a choice to donate a resource to another child. If they failed to donate, they discovered that this meant the other child could not win a prize. Children in both age groups then showed evidence of experiencing regret, although not in control conditions where they had not made the choice themselves or their choice did not negatively affect the other child. In Experiment 2, eighty-five 5- to 6-year-olds and one hundred nine 7- to 9-year-olds completed the same task; only the older group showed evidence of regret. In Experiment 3, with one hundred thirty-four 6- to 7-year-olds, experiencing regret was associated with subsequently making other prosocial choices. 相似文献
447.
Teresa Kynell 《Technical Communication Quarterly》2013,22(2):143-151
As the discipline of technical communication undergoes increasing scrutiny by scholars and teachers and as the discipline continues to evolve with advancements in technology, we should pause to consider some foundational, historical issues that led to the formation of a technical communication pedagogy in the first place. This piece evaluates shifts in an engineering curriculum from roughly 1850 to 1960 that made possible the development of a technical communication curriculum. 相似文献
448.
The paper analyses the Portuguese academics' perceptions about changes in their research activities and modes of knowledge production. Quantitative data gathered from an on‐line national survey have been used to develop this analysis. Results reveal that the majority of academics declared that they were not involved in knowledge and technology transfer and that their research activities were not influenced by external sponsors or clients. However, they did recognise that were strong external pressures to reconfigure the epistemologies, ontologies and the institutional conditions under which knowledge is produced. The data analysis also reveals that academics recognise forms of hybridism between autonomy and endogenous dynamics and heteronomy and exogenous dynamics in the development of their research activities and knowledge production. 相似文献
450.