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101.
Marco Cucculelli 《Research Policy》2012,41(5):808-821
This study contributes to the recent empirical literature on the innovation-firm performance relationship by investigating the effect of product introduction on firm growth in a sample of Italian firms from 2000 to 2006. We adopted a novel approach that exploits the interpretative content of the tenure of the last product introduced (i.e., the number of years since its first introduction) as an additional variable into the explanatory scheme of firm sales growth rate. This variable aims to capture peculiar characteristics of new goods, such as their novelty and complexity. The estimated results confirmed the relevance of this model specification and helps in understanding the reason why previous studies have failed to find a statistically robust relationship between product innovation and growth. Moreover, we found the following: first, the release of a new product enhances growth opportunity among multiproduct firms; second, product development promotes the growth of firms belonging to sectors with stronger commitment to research and development; and third, new product development enhances firm growth substantially in those sectors that absorb externally originated patents. 相似文献
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Maria Pia Riccardi Marco Lezzerini Federico Car Marco Franzini Bruno Messiga 《Journal of Cultural Heritage》2007,8(4):350-360
Two different analytical approaches have been taken into account to investigate the role of Si-rich phases in enhance hydraulic reactions of bedding mortar mixtures from San Lorenzo Church in Milan (Northern Italy) and from the Medicean Aqueduct in Pisa (Central Italy). In the first case, mortars show clear hydraulic type reactions in the form of coronal layers between the reacting additive and the binder mass. In the second one, the hydraulic reactions do not develop visible mineral phases and processes have been inferred from chemical, mineralogical analyses and mass balance calculation. The microstructural studies not always are sufficient to understand the complex dynamics of reaction attained during pre-industrial manufacturing processing of mortars and related binders. In fact, if the reacting raw materials are fine-grained and/or have remarkable chemical reactivity, no relicts are preserved by mortar microtextures. 相似文献
104.
This study investigates the modelling conceptualisation of secondary school students in two situations related to particle dynamics: pendulum’s motion and horizontal motion. We performed in-depth clinical interviews with secondary school students (N?=?10). Participants’ ideas about properties which are not ‘given’ in empirical observations were explored in order to investigate signs of abstractions and idealisations in their reasoning processes. We proposed contributions to modelling in science education based on Mario Bunge’s epistemology and we employed his basic concepts as the axis to analyse our results: (1) abstractions and idealisations, considered as thought processes required to build conceptual counterparts of concrete objects; (2) theoretical models, meaning hypothetico-deductive systems concerning those conceptual objects; and (3) general theoretical frameworks that allow us to derive those theoretical models. We developed our analysis viewing the ideas presented by participants as concepts-in-action and theorems-in-action as regarded by Gérard Vergnaud’s Theory of Conceptual Fields. Results indicated a gradation in the concepts-in-action mobilised in terms of levels of idealisation and showed that participants do not spontaneously recognise the use of a general theory as a possible way to obtain a theoretical model. These results suggest that science education practices must pay better attention to make abstractions and idealisations explicit in scientific concepts formation, as well as to the heuristic role of theories in model construction. 相似文献
105.
Marco Moreira 《Assessment & Evaluation in Higher Education》1985,10(2):159-168
Concept maps are proposed as an alternative tool for evaluation in higher education and examples of concept maps, drawn by college students performing evaluation tasks, are presented in the areas of physics and literature. 相似文献
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Luca Caricati Rita Chiesa Dina Guglielmi Marco Giovanni Mariani 《Journal of Higher Education Policy & Management》2016,38(4):490-502
The research undertaken for this article aims to analyse the correspondence between perceived employability and the actual national employment rate among Italian students and graduates undertaking different courses in a large Italian university. Data were collected through a cross-sectional survey of 2087 students in 19 faculties, and compared with the national indicators of employment rate for each faculty. Using faculty as unit of analysis, the results indicated a significant correlation between participants’ perceived employability and national employment rate. This trend was similar for both genders. However, the results showed a difference between bachelor’s and master’s degrees: the correlation between perceived and actual employability was not significant among bachelor’s participants while it remained significant among master’s participants. The results suggest that graduates are only partially aware of their possibility to enter the labour market and this, in turn, highlights that universities have only partially met the goal to increase awareness about the chances of finding a job among students and graduates. 相似文献
109.
Nelio Marco Vincenzo Bizzo 《科学教学研究杂志》1994,31(5):537-556
Evolution is considered an essential topic that brings to school a broader perspective of natural phenomena and of the nature of science. Most if not all research has shown that the result of the teaching of evolutionary theories is not positive in different parts of the world. Some have attributed the poor understanding shown by students to teaching style or to students' cognitive abilities. This article reports results of interviews and tests carried out with students after they had been taught the topic of evolution. By adopting a sociocultural perspective, before terming students' views “misconceptions,” attention was given to several different ways Charles Darwin's theories have been re-interpreted by well-known scholars and offered to the public. I have analyzed the approaches taken by Emanuel Radl (1873-1942), John C. Greene, Robert Maxwell Young, and Ernst Mayr to assess the diverse ways Darwinism has been conceived. Attention was also given to the presentation of this controversial knowledge to the public in two major popular books written by respected scientists, Huxley and Kettlewell's Darwin and His World (1975) and Richard Dawkins' more recent The Blind Watchmaker (1989). These analyses revealed remarkable differences between what was written in Downe (Kent) a hundred years ago and what was heard at Sao Paulo (Brazil) nowadays. Students show very poor understanding of evolutionary theories. Their conceptions reveal evolution has been primarily related to the human species. Its meaning is understood as similar to progress, growth, multiplication, and improvement. Biological and cultural evolution are not clearly distinguished. Competition is misunderstood as pure violence, sometimes inevitable, and adaptation is considered an individual process that occurs during the organism's life span. Educational change may not depend just on teaching style and students' cognitive abilities. Modification of factual knowledge and epistemological gaps may be the result of a process of social reconceptualization of knowledge offered to students. 相似文献
110.
ABSTRACTScholarly research has shown the importance of moments of crisis, in particular the direct aftermath of urban crises, as opportunities to learn about urban vulnerabilities. However, if it is widely assumed that learning is important, in particular for resilience-building, we still know very little about how such learning occurs in a moment of crisis. This paper starts addressing this gap, arguing that moments of crisis constitute a specific type of ‘learning space’. This proposition is taken forward through the analysis of a large-scale (social and humanitarian) urban crisis in the city of Cape Town. The paper maps out the emergence of multi-stakeholder knowledge networks throughout the crisis management process and explores the extent to which these were embedded into city-wide learning infrastructures after the crisis. It shows that moments of crisis represent an opportunity for ephemeral transsectorial knowledge coalitions to come about around issues that are made visible through the crisis itself. This can also be seen as an opportunity for potential learning spaces to open up. 相似文献