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41.
Björn B. de Koning Sofie M.M. Loyens Remy M.J.P. Rikers Guus Smeets Henk T. van der Molen 《Learning and individual differences》2012,22(3):313-323
This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality traits, intelligence (i.e., numerical, verbal, spatial), observed learning activities, and self-study time was collected among almost 1800 students enrolled in this psychology bachelor program at Erasmus University Rotterdam between 2003 and 2009. Academic achievement was measured by students' yearly number of acquired credit points, a course test, and a knowledge progress test. Multiple regression analyses showed that observed learning activities, first- and second-year performance, high school grades, conscientiousness, and verbal ability were most strongly and consistently related to academic achievement in the bachelor. Other student factors also contributed to academic achievement, but their influence was less prominent and mainly restricted to the first year. These results suggest that (prior) educational achievements and observable learning activities are most important for academic success in a problem-based learning bachelor program. 相似文献
42.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
43.
In 1993 a new subject, Technology, was introduced in all Dutch junior secondary schools. The results of an implementation study (part of the OECD/SMTE case studies project) are described inthe first part of the paper. Technologyclasses in three case-study schools are characterized and pupils' attitudes towards technology described. Pre-vocational schools emphasized practical activities more than other types of secondary schools. Introducing technology imposed a heavy teaching load and there were, as yet, no satisfactory textbooks. Little co-operation with other subjects had been achieved. The second part of the paper elaborates on the problems in the co-operation between science and technology teachers. Some recommendations for improved co-operation are offered. 相似文献
44.
The selection of students is a critical issuecurrently facing South African higher educationinstitutions. The identification and selection ofdisadvantaged students with the potential to succeedin mathematics- and science-based study is aparticularly pressing problem. The new South Africanhigher education law requires that selection is donein a fair and transparent manner. Selection has to befollowed by adequate support for selected students tosucceed in their study programmes. Issues of accessare closely coupled to issues of retention andsuccess. The research results discussed in this paperillustrate how these issues can be successfullyaddressed and how selection fairness and effectivenessmay be optimised under the constraints of selectionefficiency. An optimal solution can be found bydeveloping test specifications and selection cut-offvalues based on the teaching programme for which theselection is done. The resulting close fit betweenselection testing and teaching after selection leadsto a reasonable expectation of success for selectedstudents in the study programme. Under suchconditions, selection can be seen as a contract toteach at the student's level. 相似文献
45.
Felix de Moya-Anegon Vicente P. Guerrero-Bote Carmen Lopez-Illescas Henk F. Moed 《Journal of Informetrics》2018,12(4):1251-1262
This paper presents a statistical analysis of the relationship between three science indicators applied in earlier bibliometric studies, namely research leadership based on corresponding authorship, international collaboration using international co-authorship data, and field-normalized citation impact. Indicators at the level of countries are extracted from the SIR database created by SCImago Research Group from publication records indexed for Elsevier’s Scopus. The relationship between authorship and citation-based indicators is found to be complex, as it reflects a country’s phase of scientific development and the coverage policy of the database. Moreover, one should distinguish a genuine leadership effect from a purely statistical effect due to fractional counting. Further analyses at the level of institutions and qualitative validation studies are recommended. 相似文献
46.
The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed. 相似文献
47.
Empirical research on sibling abuse has been overwhelmingly absent from the professional literature. This exploratory study used a survey instrument to investigate the question of whether the experience of sibling abuse influences the sense of well‐being in college students. A linear multiple regression analysis indicated that experience with sibling abuse, either as a survivor or as a perpetrator, does have an impact on perception of well‐being. Implications of these findings for future research are discussed. 相似文献
48.
Henk F. Moed 《Journal of Informetrics》2010,4(3):265-277
This paper explores a new indicator of journal citation impact, denoted as source normalized impact per paper (SNIP). It measures a journal's contextual citation impact, taking into account characteristics of its properly defined subject field, especially the frequency at which authors cite other papers in their reference lists, the rapidity of maturing of citation impact, and the extent to which a database used for the assessment covers the field's literature. It further develops Eugene Garfield's notions of a field's ‘citation potential’ defined as the average length of references lists in a field and determining the probability of being cited, and the need in fair performance assessments to correct for differences between subject fields. A journal's subject field is defined as the set of papers citing that journal. SNIP is defined as the ratio of the journal's citation count per paper and the citation potential in its subject field. It aims to allow direct comparison of sources in different subject fields. Citation potential is shown to vary not only between journal subject categories – groupings of journals sharing a research field – or disciplines (e.g., journals in mathematics, engineering and social sciences tend to have lower values than titles in life sciences), but also between journals within the same subject category. For instance, basic journals tend to show higher citation potentials than applied or clinical journals, and journals covering emerging topics higher than periodicals in classical subjects or more general journals. SNIP corrects for such differences. Its strengths and limitations are critically discussed, and suggestions are made for further research. All empirical results are derived from Elsevier's Scopus. 相似文献
49.
Doping and antidoping are socially constructed, evolving and historically contingent phenomena relying on actors agreeing about allowed and deviant behaviour. Therefore, public discourse about doping represents an important part of the history of doping and antidoping. Content analysis of doping discourse in German quality media Der Spiegel und Die Zeit in the 1950s and 1960s shows that public attention for doping was rather low even though awareness increased due to the politicisation of sport and the rise of anabolic doping. Doping does not appear as a particular pressing but solvable problem. Moreover, doping is not linked to West German sport. In ethical terms, doping is perceived negatively. Neither does there exist a general mistrust in the sport bodies nor are sport bodies or sport policy clearly and resolutely requested to act. Therefore, the well-known 1969 article by Brigitte Berendonk marks a qualitative turn in public doping discourse. 相似文献
50.
Mandy Swann Donald McIntyre Tony Pell Linda Hargreaves Mark Cunningham 《British Educational Research Journal》2010,36(4):549-571
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking. 相似文献