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941.
942.
943.
Sune Tjernström 《媒体管理杂志》2013,15(3-4):153-164
944.
Maria Weurlander Magnus Söderberg Max Scheja Håkan Hult Annika Wernerson 《Assessment & Evaluation in Higher Education》2012,37(6):747-760
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of these two forms of assessment. All students were engaged in both assessment methods, which were conducted a few weeks apart, and data were collected soon after each assessment. Our findings suggest that formative assessments motivate students to study, make them aware of what they have learned and where they need to study more. Thus, formative assessment can act as a tool for learning, contributing to the process and outcomes of learning. A closer look at students’ experiences of each form of assessment reveals interesting differences. 相似文献
945.
Daniel E Schiefer D Möllering A Benish-Weisman M Boehnke K Knafo A 《Child development》2012,83(1):322-336
Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures. 相似文献
946.
Since the early 1990s, European higher education has been undergoing drastic changes with regard to the organisation and governance of academic work. The political emphasis on higher education autonomy and accountability went hand in hand with the introduction of market type steering devices and a new discourse regarding the universities' responsibilities to society. This article is about both carriers of diffusion processes that are crucial in disseminating private sector logics and the limits to such processes. By taking into account contradictory societal pressures towards isomorphism and differentiation; we will draw on neo-institutionalism and the sociological systems theory to provide a definition of privatisation in higher education. Especially, we are interested in detecting systematic limits to the privatisation of higher education. We therefore examine a relatively recent phenomenon in higher education governance: the increasing reliance of institutions on management consulting services. First findings show that the more market-centred a higher education system is, the more readily it accepts the economic rationale of the consulting business. Nevertheless, our study also stresses that management consultancy for higher education institutions is of limited scope. Systemic differences remain unbroken as the adherence to different value systems, communication patterns and resources limit the scope of external, private consulting activities in higher education. 相似文献
947.
Gökçe Erturan İlker Yunus Arslan Gıyasettin Demirhan 《Measurement in physical education and exercise science》2013,17(4):301-313
The Trichotomous Achievement Goal Scale was developed by Agbuga and Xiang (2008) by including selected items from the scales of Duda and Nicholls (1992), Elliot (1999), and Elliot and Church (1997) and adapting them into Turkish. The scale consists of 18 items, and students rated each item on a 7-point Likert scale. To ascertain the validity and reliability of the Trichotomous Achievement Goal Scale, it was administered to 845 female and 861 male Turkish high school students attending three public schools in the 2008–2009 spring semester. Exploratory and confirmatory factor analyses were conducted, and Cronbach's alpha and Fornell and Larcker's (1981) criteria were tested on the items that measured the students' achievements, screening for the three distinct types of achievement goals proposed by the trichotomous framework. Based on the results of the study, the 16-item Trichotomous Achievement Goal Scale can be claimed as a valid a reliable scale. 相似文献
948.
The pressure/force acting between the running surface of a ski and the snow may indirectly change glide friction. Thus, measuring the pressure/force distribution may be important for a deeper understanding of glide in skiing. The present aim was to construct a device that allowed the pressure/force underneath the ski running surface (SRS) to be recorded. Pressure sensors were attached on top of a platform. Sheets of different materials were used to improve the interaction between the SRS and the sensors. Possible functions of the device are demonstrated in three applications that emphasized comparison of force distribution underneath skis selected for similarity, force distribution under both skis and a single ski as well as backward weight distribution. The results show that the device with the pressure sensors mapped pressure/force distribution underneath the skis in the applications presented, and the system can thus be a useful tool for further optimizing e.g., ski designs. 相似文献
949.
950.
Andreas Gegenfurtner Anna Siewiorek Erno Lehtinen Roger Säljö 《Vocations and Learning》2013,6(1):37-54
Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed. 相似文献