全文获取类型
收费全文 | 1527篇 |
免费 | 25篇 |
国内免费 | 35篇 |
专业分类
教育 | 1268篇 |
科学研究 | 50篇 |
各国文化 | 8篇 |
体育 | 111篇 |
综合类 | 53篇 |
信息传播 | 97篇 |
出版年
2024年 | 3篇 |
2023年 | 22篇 |
2022年 | 24篇 |
2021年 | 53篇 |
2020年 | 66篇 |
2019年 | 59篇 |
2018年 | 70篇 |
2017年 | 69篇 |
2016年 | 47篇 |
2015年 | 33篇 |
2014年 | 94篇 |
2013年 | 195篇 |
2012年 | 83篇 |
2011年 | 109篇 |
2010年 | 65篇 |
2009年 | 112篇 |
2008年 | 112篇 |
2007年 | 104篇 |
2006年 | 68篇 |
2005年 | 64篇 |
2004年 | 41篇 |
2003年 | 22篇 |
2002年 | 18篇 |
2001年 | 26篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1989年 | 1篇 |
1979年 | 2篇 |
排序方式: 共有1587条查询结果,搜索用时 15 毫秒
21.
James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献
22.
现行高等师范院校汉语言文学专业学生培养模式,不适应21世纪基础教育课程改革语文教师专业化的要求,具体表现为在学生培养模式上对学生职前语文教师专业化培养目标认识不到位;追求综合性、宽就业,淡化了师范性,大大削弱了学生职前语文教师专业化培养;同时,传统课程设置与结构也不适应学生职前语文教师专业化培养。 相似文献
23.
Mazna Patka Jennifer Wallin-Ruschman Tenille Wallace Candice Robbins 《Teaching in Higher Education》2016,21(6):659-668
This study explored the use of Exit Cards, which are formative evaluations of student knowledge and instruction undertaken at every class meeting. Its results are based on Exit Card data from two undergraduate research methods courses. Thematic analysis indicated that students used Exit Cards to communicate (1) what they learned, (2) challenges with course material, (3) experiences with peers, (4) requests for help, (5) challenges with coping, and (6) successes. While the present study is an initial exploration of the use of Exit Cards, it contributes to knowledge on the utilization of informal formative assessments. 相似文献
24.
关于校园安全立法的若干思考 总被引:2,自引:0,他引:2
钟敏真 《Journal of Zhangzhou Technical Institute》2006,8(4):120-123
2002年教育部的《学生伤害事故处理办法》颁布实施以来,在预防和处理学生伤害事故方面发挥了积极的作用。但由于其自身的种种缺陷,也带来一定的消极影响,实施至今其实际效果离它的预期目的还有一定的差距。从必要性和可行性的角度,呼吁尽快启动校园安全立法工作,从而为正确处理学校事故,保障学生合法权益,促进教育事业的健康发展提供法律保障,在此基础上重点阐发对校园安全立法方面的若干建议。 相似文献
25.
Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger's social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement. 相似文献
26.
This article describes how a small private business school, accredited by the Association to Advance Collegiate Schools of Business, reengineered its career services programme to become a premier programme in the United States. Drawing on theory of involvement, the research gives business schools a strategy to improve business career placement through capital support, student engagement, corporate engagement, alumni engagement, faculty engagement and continuous improvement initiatives. Further, two major outcome categories (i.e. supportive outcomes and end outcomes) are identified and various measures are discussed. Supportive outcomes indicate growth in the number of on-campus business recruiting career events, high internship evaluations by internship supervisors and significant increase in students’ satisfaction with career services. End outcomes provide strong evidence for placement rate success with a 98% career placement rate for the past four years, significant increase on mean starting salaries of graduates across the years following the implementation of the strategic changes, improved quality of positions attained by graduates, and professional success of alumni in their positions. The impact of strategic changes on school ranking, enrolment and donor support are also discussed. The research proposes a model of student career success and identifies various elements influencing the success of such programmes. 相似文献
27.
Amanda Keddie 《牛津教育评论》2016,42(1):108-122
This paper draws on interview data gathered from a broader study concerned with examining issues of social justice, cultural diversity and schooling. The focus is on five students in Years 5 and 6 who attend a primary school located on the edge of a class-privileged area in outer London. The children are all high achievers who are very invested in doing well in school and in life within the parameters of neoliberalism. The paper examines the ways in which neoliberal discourses of performativity and individual responsibilisation permeate the children’s talk in relation to their understandings of education and their future, and their worth and value as students. Such examination enriches the findings of important research in this area that draws attention to the ways in which neoliberal discourses have become naturalised and taken-for-granted in what counts as being a good student and a good citizen. The paper problematises the individualism, competitiveness and anxiety produced by these discourses and provides further warrant for supporting students to identify, challenge and think beyond them. 相似文献
28.
本文主要针对《大学生体育锻炼合格标准运行表》的手工填写、计算、评定成绩存在较烦琐的重复劳动 ,不仅效率低 ,易出错 ,且透明度不够高等缺点 ,研究在计算机网络环境下利用现有的条件和设备 ,设计《大学生体育锻炼合格标准运行表》管理系统的实施方案。 相似文献
29.
李凤珠 《辽宁科技学院学报》2007,9(3):61-62,71
大学生价值现教育是高校素质教育的基础,处于社会转型时期的当代大学生其价值观发生了很大变化,出现了许多新的特点,高校思想政治工作者应依据这些变化和特点,采取有针对性的教育对策. 相似文献
30.
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with
an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action
metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student
groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme
developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive
activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability.
Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what
appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important
to consider the outcome of metacognition, not just the amount.
相似文献
Rebecca Lippmann KungEmail: |