全文获取类型
收费全文 | 227篇 |
免费 | 1篇 |
专业分类
教育 | 117篇 |
科学研究 | 33篇 |
各国文化 | 1篇 |
体育 | 57篇 |
文化理论 | 3篇 |
信息传播 | 17篇 |
出版年
2023年 | 2篇 |
2022年 | 11篇 |
2021年 | 7篇 |
2020年 | 8篇 |
2019年 | 18篇 |
2018年 | 22篇 |
2017年 | 14篇 |
2016年 | 11篇 |
2015年 | 6篇 |
2014年 | 8篇 |
2013年 | 39篇 |
2012年 | 15篇 |
2011年 | 12篇 |
2010年 | 9篇 |
2009年 | 6篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 1篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1984年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有228条查询结果,搜索用时 15 毫秒
161.
This article deals with the investigation of the psychometric quality and constructs validity of algebra word problems generated by means of a schema-based version of the automatic min–max approach. Based on review of the research literature in algebra word problem solving and automatic item generation this new approach is introduced as a theory-based top–down method of automatic item generation featuring a quality control framework aimed to minimize the construct unrelated variance in the item parameters. The first study deals with the evaluation of an initial set of items. The results are replicated in the second study using a larger item set which also allows the investigation of the construct representation of the generated item. Since construct unrelated variance components (e.g. reading comprehension) have been controlled for in the item generation phase the results revealed some interesting insights into the cognitive processes of the actual mathematization phase of algebra word problem solving. The third study investigated the nomothetic span is using hierarchical confirmatory factor analysis. The results argue for the convergent and discriminant validity of the automatically generated items. Taken together, the results indicate that the automatic generation of construct valid algebra word problems at a high psychometric level is viable. The discussion is thus concerned with the implications of this new approach to item generation for theory development and evaluation as well as practical benefits for educational assessment and the development of intelligent tutoring systems. 相似文献
162.
Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared.
The historical development of the scientific idea of the gene and its function is described and categorized into five historical
models of gene function. Differences and similarities between these historical models are made explicit. Internal and external
consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological
features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties
might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of
genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between
students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also
argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and
history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes
in genetics. 相似文献
163.
164.
Gerd Schulte-Körne Kerstin U. Ludwig Jennifer el Sharkawy Markus M. Nöthen Bertram Müller-Myhsok Per Hoffmann 《Mind, Brain, and Education》2007,1(4):162-172
ABSTRACT— Our understanding of the causes of a developmental disorder like dyslexia has received recent input from both neuroscience and genetics. The discovery of 4 candidate genes for dyslexia and the identification of neuronal networks engaged when children read and spell are the basis for introducing this knowledge into education. However, the input from educational practitioners as well as empirical knowledge from research on learning also contribute significantly to our understanding of how children acquire the basic skills for learning to read and spell. It is imperative to merge the knowledge acquired from research in the fields of neuroscience, genetics, and empirical education, as well as to understand how the learning brain and instruction interact. Doing so can be seen as a major step in attaining an optimal approach for teaching, reading, and spelling and for finding the best suited and most effective treatment concepts for dyslexic children and adolescents. 相似文献
165.
Dietrich Boles Markus Dreger Kai Gro?johann Cornelia Haber Andreas Kusserow Stefan Lohrum Dirk Menke Jochen Meyer Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121
Zusammenfassung. Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und
Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver
gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation
im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen,
verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem
Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben.
Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998 相似文献
166.
167.
168.
Markus Reitzig 《Research Policy》2003,32(1):13-26
This paper contributes to an understanding which impacts certain patent characteristics have on the value of patent rights. In an exploratory study, 127 individual patents from a semiconductor company were evaluated comprehensively by technical and marketing representatives. The analysis of this rare data shows that for patents used as “bargaining chips”, novelty and inventive activity are most important. Difficulty of inventing around and disclosure turn out to be of limited importance. Due to a selection bias the influence of patent age on its value cannot be determined. The results hint at a differentiated theoretical plausibility of value indicators. 相似文献
169.
Integrating marketing and R&D inputs is one of the fundamental challenges in managing innovation. In the pharmaceutical industry, considering its reputed ‘technology push’ model of innovation, the challenge of integrating marketing and R&D could hardly be greater. Thus, the recent trend among pharmaceutical firms of implementing Marketing/R&D integrating mechanisms calls for upgrading our conceptualization of the innovation process in this industry. It also raises important questions regarding Marketing's contribution in new product development, and how to organize to assure that contribution is leveraged. We use the case of a pharmaceutical firm which recently implemented Marketing/R&D integrating mechanisms to examine Marketing's new roles. We find that the extreme conditions surrounding innovation in the pharmaceutical industry, notably the need to cope with Knightean uncertainty, highlight important contributions of Marketing input in R&D that deserve more attention. We suggest that Marketing's most important contribution under these conditions lies in ‘not getting it wrong’ rather than ‘getting it right,’ in setting minimum criteria in project evaluations rather than definite targets, and in refocusing the attention of R&D staff through the very process of providing this input. Given the value of these contributions, modern pharmaceutical firms would indeed be ill advised to think of drug discovery as merely a linear process. Drug development has become an interactive process where the timing, type and impact of Marketing involvement is balanced and managed via certain organizational mechanisms throughout the R&D process, which is an iterative one. 相似文献
170.
Associations of student temperament and educational competence with academic achievement: The role of teacher age and teacher and student gender 总被引:1,自引:0,他引:1
Sari Mullola Markus Jokela Niklas Ravaja Jari Lipsanen Mirka Hintsanen Saija Alatupa Liisa Keltikangas-Jrvinen 《Teaching and Teacher Education》2011,27(5):942-951
We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’ gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17 male) from a population-based sample. All temperament and educational competence traits were associated with both grades, but more clearly with Mathematics. Boys received systematically lower Mother Language grades but higher Mathematics grades than girls. Teacher gender had no effect on school grades, while teacher age had an effect only on Mother Language. 相似文献