全文获取类型
收费全文 | 456篇 |
免费 | 9篇 |
专业分类
教育 | 333篇 |
科学研究 | 41篇 |
各国文化 | 2篇 |
体育 | 51篇 |
文化理论 | 4篇 |
信息传播 | 34篇 |
出版年
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 18篇 |
2018年 | 25篇 |
2017年 | 19篇 |
2016年 | 24篇 |
2015年 | 14篇 |
2014年 | 17篇 |
2013年 | 126篇 |
2012年 | 15篇 |
2011年 | 23篇 |
2010年 | 8篇 |
2009年 | 7篇 |
2008年 | 17篇 |
2007年 | 17篇 |
2006年 | 8篇 |
2005年 | 14篇 |
2004年 | 7篇 |
2003年 | 12篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1987年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1960年 | 1篇 |
1918年 | 1篇 |
1847年 | 1篇 |
1845年 | 1篇 |
排序方式: 共有465条查询结果,搜索用时 15 毫秒
51.
52.
Rianne Janssen Erik De Corte Lieven Verschaffel Evelyn Knoors Ariane Colémont 《Educational Research and Evaluation》2013,19(2):197-225
A baseline assessment of the new curriculum standards of mathematics for elementary education in Flanders is presented and discussed. A total of 24 measurement scales, each representing a cluster of standards, covered the whole mathematics curriculum. A total of 5,763 6th-grade students participated in the study. Performance on each scale was summarized by estimating the proportion of students who were nonmasters, intermediate, and good masters. Overall, the more innovative curriculum standards were mastered worse. Few gender differences in performance were observed. 相似文献
53.
Laure Perrier Erik Blondal Heather MacDonald 《Library & information science research》2018,40(3-4):173-183
Taking on responsibilities in research data management (RDM) has proven to be a significant challenge as libraries have adopted new roles within higher education institutions. A qualitative review using the meta-ethnographic approach was conducted that examined the experiences of academic libraries and provided clarity on contextual influences associated with achievements, as well as illuminating the reasons for deficiencies. Libraries experienced uncertainty around roles and relationships related to RDM yet were recognized positively as a neutral, centralized space within academic institutions. This perception, combined with the current approach of fostering partnerships and collaborations, may prove to be useful for libraries as they strategically consider how best to provide continued support and services in RDM. Understanding the perspectives of academic libraries on how they respond and support the demands related to RDM offers a fuller, more robust insight that is essential for planning and decision-making. 相似文献
54.
Nullis in verba was chosen as the motto of the Royal Society, as it embodied the culture of transparency and collaboration that were the hallmarks of the Royal Society and of the scientific method it promoted. Communication, using the tools of the day, was essential to this community of scientists as they created and shared new knowledge. Almost three hundred years later, libraries continue to advance principles relating to the importance of collaboration and transparency. This two-part article series, published jointly in International Information and Library Review and Technical Services Quarterly explores notions of transparency and collaboration in research and how these ideas are impacting the world of librarianship – from information creation, organization and access perspectives. 相似文献
55.
We report a multidimensional test that examines middle grades teachers’ understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers’ and students’ reasoning in this content area. We administered the test to a national sample of 990 in‐service middle grades teachers and analyzed the item responses using the log‐linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery. 相似文献
56.
The aim of the present study was through semi-structured interviews to explore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers. 相似文献
57.
Erik De Corte 《Learning Inquiry》2007,1(1):19-30
Starting from a brief analysis of adaptive competence in mathematics, this article describes a series of research-based characteristics
of the kind of learning processes that should be elicited in students to facilitate and support in them the progressive acquisition
of such competence. Four major characteristics are discussed in some detail: learning is constructive, self-regulated, situated
or contextual, and collaborative. A rather new approach to transfer of learning is then presented in which transfer is conceived
as the preparation for future learning. Throughout the article it is argued that, notwithstanding the progress made in research
on learning from instruction, numerous and complex issues and problems remain for continued inquiry. 相似文献
58.
Glenda A. Gunter Robert F. Kenny Erik H. Vick 《Educational technology research and development : ETR & D》2008,56(5-6):511-537
We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way. 相似文献
59.
Costas Chryssanthopoulos Christos Ziaras Tanja Oosthuyse Ioannis Lambropoulos Paradisis Giorgios P Elias Zacharogiannis 《Journal of sports sciences》2018,36(7):824-833
This study examined the effect of carbohydrate mouth rinsing on endurance running performance in women. Fifteen female recreational endurance runners, who used no oral contraceptives, ran two races of 1-h duration on an indoor track (216-m length) at 18:00 h after an 8-h fast with a 7-days interval between races, corresponding to the 3rd-10th day of each premenopausal runner’s menstrual cycle, or any day for the postmenopausal runners. In a double-blind random order, participants rinsed their mouth with 25 ml of either a 6.4% carbohydrate (RCHO) or a placebo solution (RP). No fluid was ingested during exercise. Serum 17β-Εstradiol (P = 0.59) and Progesterone (P = 0.35) did not differ between treatments. There was no difference in 1-hour running performance (RCHO: 10,621.88 ± 205.98 m vs. RP: 10,454.00 ± 206.64 m; t = 1.784, P = 0.096). Furthermore, the mean percentage effect (±99%CI) of RCHO relative to RP, 1.67% (?1.1% to 4.4%), and Cohen’s effect size (d = 0.21) support a trivial outcome of RCHO for total distance covered. In conclusion, carbohydrate mouth rinsing did not improve 60-min track running performance in female recreational runners competing in a low ovarian hormone condition, after an 8-h fast and when no fluid was ingested during exercise. 相似文献
60.
Erik Jacobson Joanne Lobato Chandra H. Orrill 《International Journal of Science and Mathematics Education》2018,16(8):1541-1559
Mathematics teacher education aims to improve teachers’ use of mathematical knowledge to support teaching and learning, an aspect of pedagogical content knowledge (PCK). In this study, we interviewed teachers to understand how they used mathematics to make sense of student solutions to proportional reasoning problems. The larger purpose was to find accurate ways of categorizing teachers’ ability to do this vital aspect of teaching and thereby to inform assessment, teacher education, and professional development. We conjectured that teachers’ PCK for proportional reasoning could be reliably described in terms of attention to quantitative meanings in story problem contexts and in terms of understanding naïve forms of proportional reasoning. Instead, our findings reveal that individual teachers used a variety of means to make sense of (1) cognitively similar student solutions to different tasks and (2) mathematically related steps of a student solution within a single task. These findings illustrate the complexity of PCK for the topic of proportional reasoning and suggest the limits of what can be inferred about teacher knowledge from teachers’ evaluations of student solutions. We discuss implications for teacher education and assessment. 相似文献