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281.
知识管理提升企业核心竞争力的实证研究 总被引:1,自引:0,他引:1
基于问卷调查分析,论证企业核心竞争力要素包括企业产品能力、技术能力、员工能力、市场营销能力、组织管理能力,利用SPSS11.5的因子分析将50种企业知识管理活动简化为12个因子,且把前7个因子分别命名为知识领导、知识协调、知识获取、知识吸收、知识控制、知识创造、知识保护,利用SPSS11.5的信度分析验证这7类知识管理活动提升企业核心竞争力的可靠性,从而说明知识管理可以提升企业核心竞争力。 相似文献
282.
Tara E. Murray 《图书馆管理杂志》2018,58(2):183-192
“The Specialist” addresses the administration of special libraries, however, identifying the administrator of a small special library is problematic. In these small libraries within organizations, the librarian often works alone and the library is overseen by a non-librarian manager. In these cases, it is not as easy to identify or define the library's administrator as it would be in a public or academic library, or even a larger special library. This column introduces a model where the administration of small special libraries is a collaboration between librarians and non-librarian managers. In this model, information professionals exercise hidden leadership and management skills without leading a staff or possessing a management title. The column also suggests ways information professionals without explicit management responsibilities in the workplace can develop these skills and apply them in their jobs. 相似文献
283.
基于核心素养的学科教材不仅是课堂实施与教学设计的理论指导框架和重要工具,也是引导学生思考和探究的活动指南,承载着支持学生解决问题、建构学科知识与发展学科核心素养的任务。高中信息技术学科教材"三重结构"的研究为核心素养统领的新教材的设计开发及课堂实施提供了可资借鉴的方法。 相似文献
284.
In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges. 相似文献
285.
Curriculum mapping food science programs: An approach to quantification of professional competencies
Emma Weston Maria Benlloch‐Tinoco Liz Mossop Fiona McCullough Tim Foster 《Journal of Food Science Education》2020,19(2):97-108
It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect “competency development” to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities. 相似文献
286.
Karin Tweddell Levinsen 《Education and Information Technologies》2007,12(1):41-51
Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode.
For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil
their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according
to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must
acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well as pedagogical possibilities
and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome
than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that
technology cannot solve. These problems concern how teachers function satisfactory as mediators and coaches in collaborative,
knowledge sharing virtual environments. For example, how teachers support their students in becoming online-students and how
they facilitate complex discussions on difficult topics. This is a big challenge for everybody involved in e-learning, and
the challenge is not met by offering introductory courses for university teachers. Based on basis of a recent examination
of concrete actions and strategies for the future within 11 Danish universities, the auther argues that there exists a severe
mismatch between the organisational expectations and strategies and the competence-evolving activities that the same organisations
offer to their staff. A recent case study of a university pedagogy course on e-learning for university teachers demonstrates
and identifies some of the consequences of the mismatch. Finally the author suggests strategies to meet the demands of the
future online university. 相似文献
287.
ABSTRACTThis article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions. 相似文献
288.
289.
核心竞争力视角下的地方高校发展策略 总被引:3,自引:0,他引:3
我国高等教育正处于一个由精英教育向大众教育的过渡阶段,地方本科高校数量发展迅速,并在大众教育中仍占主流地位,但地方高校要在激烈的竞争中可持续发展,必须从核心竞争力的视角出发去赢得稳定的生存和发展空间。 相似文献
290.
ABSTRACTAs Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in The Framework (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n?=?297) were invited to complete an online survey before and after the course. Students’ experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (η2?=?0.57) indicated a large effect. Students’ satisfaction with course quality was high (M?=?4.1 SD?=?0.96). Free text comments indicated that students valued small group teaching and reflective processes. Improved CCMT scores suggest development in students’ cultural capability. Further research needs to examine the extent to which students can sustain development of their cultural capabilities in practice. 相似文献