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This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools. 相似文献
73.
This study examines how the leaders of technology integration in educational institutions - school principals and ICT facilitators - assess systemic changes that occurred in their schools. The study collected the data from Israeli elementary schools towards the end of the third and the fourth years of the gradual National ICT program. The research questions explored (1) the predictors of the general school ICT culture and (2) changes over time in the general school ICT culture and its components. An online questionnaire was distributed to all elementary schools in the Northern District and filled out jointly by the school principal and ICT facilitator. A total of 392 questionnaires (91.2 % response rate) were analyzed. The following predictors explained 63 % of variance in general school ICT culture: the percent of teachers who frequently use ICT in lessons, using technology for enhance pedagogy, teachers’ digital competence, digital content use, its design by teachers, pedagogical update of class website, school portal update (negative predictor), e-communication within school staff, and teacher-parents e-communication. Regarding the impact of time, the results indicated that between the 3rd and 4th years of ICT integration significant changes still occur in the general school ICT culture and most of its components. 相似文献
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This empirical study analyzes the patterns of innovation within and across industries using firm-level survey data from Finland and Denmark. The theoretical starting point is evolutionary theory with its premise that firms in different technological regimes pursue different paths to innovation. Similar modes of behaviour are found in the two datasets, and they closely correspond to those found in earlier studies. Contrary to prevailing assumptions, however, the results show that industries are not at all uniform in terms of how firms innovate; in almost all four- or five-digit NACE industries, three or more different modes of innovation can be identified. This suggests that firms’ strategic differentiation or local search activities overcome pressures in the technological environment towards homogenous behaviour, at least in the short term. 相似文献
76.
Annelies Kepper Ina Koning Wilma Vollebergh Karin Monshouwer 《Learning disabilities research & practice》2014,29(4):139-149
This study investigated the age of onset of substance use among 536 students with mild academic disabilities and 906 students without academic disabilities, and the extent to which emotional, conduct, and hyperactivity problems explain the differences between these two groups. Using discrete‐time survival analysis, the results of this study showed that students with a mild academic disability were not at higher risk for the onset of daily smoking, and were at a significantly lower risk for the onset of weekly alcohol use and cannabis use. Though students with a mild academic disability displayed higher scores on conduct, emotional, and hyperactivity problems compared with their counterparts without an academic disability, this was not reflected in an increased risk for early onset substance use. 相似文献
77.
Background:An extraordinary long-term running performance may benefit from low dynamic loads and a high load-bearing tolerance.An extraordinary runner(age=55 years,height=1.81 m,mass=92 kg) scheduled a marathon a day for 100 consecutive days.His running biomechanics and bone density were investigated to better understand successful long-term running in the master athlete.Methods:Overground running gait analysis and bone densitometry were conducted before the marathon-a-day challenge and near its... 相似文献
78.
Ina Drejer 《Research Policy》2004,33(3):551-562
In order to compensate for decades of neglect of services in innovation studies, a strand of literature has emerged, which emphasises alleged distinctive features of service innovation. These studies apply innovation concepts developed especially for services, thereby contributing to the existing divide between manufacturing and services. The present paper demonstrates that Schumpeter’s original innovation concept is indeed broad enough to encompass services and manufacturing, and that a more direct reference to Schumpeter, in particular innovation as a contrast to activities based on routine systems, in service oriented studies would add a needed theoretical and conceptual strengthening to service innovation studies. 相似文献
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Bettina Lamm Heidi Keller Johanna Teiser Helene Gudi Relindis D. Yovsi Claudia Freitag Sonja Poloczek Ina Fassbender Janina Suhrke Manuel Teubert Isabel Vöhringer Monika Knopf Gudrun Schwarzer Arnold Lohaus 《Child development》2018,89(3):e261-e277
The development of self‐regulation has been studied primarily in Western middle‐class contexts and has, therefore, neglected what is known about culturally varying self‐concepts and socialization strategies. The research reported here compared the self‐regulatory competencies of German middle‐class (N = 125) and rural Cameroonian Nso preschoolers (N = 76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4‐year‐old Nso children showed better delay‐of‐gratification performance than their German peers. Study 2 revealed that culture‐specific maternal socialization goals and interaction behaviors were related to delay‐of‐gratification performance. Nso mothers’ focus on hierarchical relational socialization goals and responsive control seems to support children's delay‐of‐gratification performance more than German middle‐class mothers’ emphasis on psychological autonomous socialization goals and sensitive, child‐centered parenting. 相似文献
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