全文获取类型
收费全文 | 542篇 |
免费 | 29篇 |
专业分类
教育 | 429篇 |
科学研究 | 23篇 |
各国文化 | 10篇 |
体育 | 40篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 63篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 10篇 |
2020年 | 15篇 |
2019年 | 26篇 |
2018年 | 35篇 |
2017年 | 49篇 |
2016年 | 37篇 |
2015年 | 18篇 |
2014年 | 25篇 |
2013年 | 137篇 |
2012年 | 20篇 |
2011年 | 17篇 |
2010年 | 20篇 |
2009年 | 21篇 |
2008年 | 21篇 |
2007年 | 11篇 |
2006年 | 6篇 |
2005年 | 11篇 |
2004年 | 11篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 7篇 |
2000年 | 2篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 3篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 4篇 |
1966年 | 1篇 |
排序方式: 共有571条查询结果,搜索用时 46 毫秒
1.
2.
J⊘rgen Hansen 《Educational Media International》2013,50(2):68-86
Abstract The aim of this study is to examine possible applications of new information technologies (NIT) in special education within different educational, socio‐economic and socio‐cultural contexts and, in particular, the possibilities of transference of these applications from the industrialised nations to the developing countries. The study also contains references to positive and negative results of the use of NIT in the special education of children, youth and adults. 相似文献
3.
Comparison of oil and egg tempera paint systems using time-of-flight secondary ion mass spectrometry
Zachary E. Voras Kristin deGhetaldi Brian Baade Eric Gordon Glenn Gates Thomas P. Beebe 《文物保护研究》2016,61(4):222-235
Time-of-flight secondary ion mass spectrometry (ToF-SIMS) is quickly becoming a critical tool in the field of art conservation. This technique provides high-resolution spatial maps of both inorganic and organic components located within cross-sectional samples collected from works of art. With recent advances in surface analysis, ToF-SIMS can now be used to identify specific amino acids present in protein-containing materials as well as fatty acids in drying oils. For example, the detection of the ion fragment associated with the amino acid hydroxyproline can be used to confirm the use of animal glue in a paint sample. As an analytical technique, ToF-SIMS avoids the need for derivatization/silylation reagents, with no interference by the presence of pigments. Furthermore, the layered systems that are often encountered in historical paint samples remain intact throughout the analytical procedure. This allows for the co-localization of organic and inorganic species in specific layers (e.g. egg yolk paint atop a glue ground). Because of this ability to localize the analytical signal to approximately 6?µm or less, the mass spectral information can be used to produce mass-resolved and spatially-resolve images which can be correlated to previous studies of the same samples. In this study, ToF-SIMS was used to analyze a paint cross section obtained from a painting attributed to Raphael, and another from a painting by the Sienese artist Matteo di Giovanni. 相似文献
4.
This research examines 441 front-page images published in 367 newspapers on the day following the shooting in Paris of 12 people at or near the Charlie Hebdo office. The aim of this study is to understand how mainstream media visually framed responsibility for the Charlie Hebdo massacre and how these visual frames coalesced to represent collective narratives about press freedom. Through a collaborative visual analysis, this study attempts to understand how the selected visual frames worked to communicate the causes, effects, and responses to the massacre and also to press freedom—an ideological construct that news media had a vested interest in advancing. 相似文献
5.
6.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
7.
What does No Child Left Behind (NCLB) have to do with higher education? Turns out plenty, according to Teniell L. Trolian and Kristin S. Fouts. They argue that NCLB has signifcant consequences for college learners. 相似文献
8.
Jeffrey Alan Greene Lara-Jeane Costa Kristin Dellinger 《Metacognition and Learning》2011,6(3):275-301
Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, American Educational Research Journal, 45(1), 166–183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are
often non-normally distributed, and the accurate analysis of these data requires the use of specialized statistical models.
In this study, we demonstrate how to implement and interpret count statistical models in path and latent profile analyses
to investigate the role of SRL as a mediator of the relation between pretest and posttest conceptual understanding. Our findings
from a sample of 170 college students using a computer to learn about the circulatory system show that SRL does mediate the
aforementioned relation, and that count models are a more accurate representation of SRL processing data than standard analysis
models based on ordinary least squares estimation. The results of our path analyses revealed which specific SRL processes
were related to learning, above and beyond the effect of prior knowledge. Our latent profile analysis revealed two groups
of participants, indicative of Brophy’s (2004) model of schematic and aschematic learners. We conclude with implications and future directions for basic and applied SRL
research. 相似文献
9.
ABSTRACTThis national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skills but lesser preparation for conducting quantitative and qualitative research, including methods related to understanding evidence-based practice. The research expectations of responding PhD faculty were low, reflecting limited retention and little production of research among typical entering doctoral students. These findings raise the issue of how effectively the social work profession prepares students for research and for future PhD education. 相似文献
10.
Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally. 相似文献