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971.
Anna Prades Sebastían Rodríguez Espinar 《Assessment & Evaluation in Higher Education》2010,35(4):449-461
The requirement that universities prepare students in practical competences, and assess the extent to which pre‐established objectives are achieved, is generally accepted to be of growing importance. As a result, on one hand, there is an increasing volume of research related to task performance in assessment. On the other hand, there are comparatively few studies which analyse the assessment process in a laboratory context. The laboratory offers itself as an educational and training tool of some importance, both in chemistry and in the experimental sciences in general. Studies which have been carried out to date into the importance of laboratory work as a source of value added have, however, been far from conclusive. This research uses interviews with laboratory teachers to analyse the typology of the competences which enter the assessment process, and to determine the extent to which the laboratory assessment process complies with standard validity requirements. Results obtained show that laboratory assessment in chemistry allows for a valuation of the degree of integration of theory and practice, and of the level of development of professional competence in the laboratory. Current assessment strategies do not, however, include all the competences developed in the laboratory context, nor are they sufficiently reliable to offer accreditation of those that are assessed. 相似文献
972.
This article examines the cause of school type effects upon gaining a first class degree at Oxford University, whereby for a given level of secondary school performance, private school students perform less well at degree level. We compare the predictive power of an aptitude test and secondary school grades (GCSEs) for final examination performance, using data from the Oxford Admissions Study. Both metrics are predictive of final degree performance but the school effects are only statistically robust for arts students. Private school students perform less well in final examinations relative to their GCSE results when compared with state school students, but they do not under perform relative to their aptitude test scores or in gross terms. It is therefore argued that teaching effects, associated with private school students, distort secondary school grades as an indicator of academic potential in higher education when compared to state school students. 相似文献
973.
974.
Anna Palmer 《Gender and education》2009,21(4):387-404
In this study I have investigated how alternative ways of teaching mathematics influence and affect Early Childhood Education (ECE) students’ attitudes towards maths and how they understand their own subjectivities as more or less mathematical during a 10‐week alternative maths course. The investigated course adopts a feminist post‐structural approach based on critical pedagogy and deconstructive theory and includes an interdisciplinary approach to investigative mathematics. The data used include the memory/narrative writings and process‐writings of 75 female teacher‐education students, collected from three different cohorts, in which the students describe their learning processes throughout the maths course. The study shows that, in the main, the students became much more positively inclined to the subject of mathematics after the maths course and agreed that this course had changed their understanding of their own mathematical subjectivity, albeit in different and varying ways. 相似文献
975.
Anna Spyrtou Evripidis Hatzikraniotis Petros Kariotoglou 《Education and Information Technologies》2009,14(2):163-187
In this paper, we present the design, development, implementation and evaluation of educational software “Newton-3”, aiming
at the learning of Newton’s Third Law by student-teachers who are not Physics majors. We describe the theoretical issues of
our teaching approach and the various software tasks that we designed in order to promote students’ understanding. Specifically,
the software is designed for the teaching of gravitational and electrostatic interactions between two distant bodies at rest.
It is a web-based application and runs on a simple web browser with Macromedia Flash plug-in installed. The development of
software and its integration into teaching–learning sequence is based on three main characteristics: the range of contexts
in which the concept of force interaction applies, in the specification of the concept, and in an appropriate teaching learning
environment (IDRF). We trialled the software on two groups of 8 primary school and 8 pre-school student-teachers, for 3 teaching
periods, in the School of Education of our University. The research results indicate that the implementation was effective
as the majority of the teacher-students improved their own knowledge concerning the existence and representation of gravitational
and electrostatic interactions. An interesting result reveals that student-teachers have difficulty in perceiving the equality
of magnitudes of action and reaction forces. This problem seems to be overcome after the teaching of the Inverse square law. 相似文献
976.
Models of associative learning differ in their predictions concerning the symmetry of generalization decrements. Whereas Pearce’s
(1994) configural model predicts the same response decrement after adding elements to and after removing elements from a previously
trained stimulus, elemental models, such as the replaced elements model and Harris’s (2006) model, anticipate more of a decrement
for removing than for adding elements. In three contingency learning experiments, we manipulated the motion and the spatial
arrangement of colored dots in order to induce configural or elemental processing by perceptual grouping. The results reliably
showed symmetrical decrements for the added and removed groups. The manipulations of the stimuli had no effect on stimulus processing. This is in line with Pearce’s configural model,
but it is at variance with the elemental models and previous studies. 相似文献
977.
978.
Anna Maria Manferdini Valentina Baroncini Cristiana Corsi 《Journal of Cultural Heritage》2012,13(4):371-378
In the field of Cultural Heritage, image analysis represents an indispensable practice for restorers to collect information about the state of preservation of monuments and artifacts and plan restoration interventions. In addition, during the last two decades, the wide spread of remote sensing technologies and the possibility to build 3D reality-based models of artifacts allow the extension of image analysis to 3D environments. In this context, the purpose of this contribution is to show the results of investigations held in order to provide a methodology for the automatic detection of deteriorated areas within architectures and artifacts using colour images as a field of examination. Using both 2D and 3D segmentation approaches, our methodology aims at speeding and efficiently performing the automatic detection of deteriorated zones within Cultural Heritage and therefore segment 3D digital models acquired using different survey technologies. Within our investigations, we selected case studies concerning recurrent deteriorations, such as, for example, detachments, cracks and chromatic alterations; we run them both to manual and to automatic recognition and selection tests, in order to compare the results obtained using these approaches and evaluate the reliability of the automatic one. Results comparison included computational and user time, quantification of the deteriorated area error between manual and automatically detected zones. Additional parameters characterizing the specific type of deteriorations were also computed for each case study. Comparison between the automatic and the manual procedure showed that the automatic detection is faster and reliable in all our selected case studies, with evident improvements in the efficient evaluation of the entity and extension of deteriorated areas on 3D geometry. 相似文献
979.
980.
Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate. 相似文献