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991.
992.
José Blat-Gimeno 《Prospects》1972,2(4):442-444
In this same sectionProspects published in its previous issue (Autumn 1972) an extract of a working document presented at a conference held in Bellagio last May on education and development under the sponsorship of the Ford and Rockefeller Foundations.It is obvious that the article in question does not reflect, either in its spirit or its contents, the position of Unesco.Our purpose in publishing it was to stimulate a dialogue about such problems among our readers.The following constitutes a contribution to this dialogue, which we hope will be established in this section among educators and other people interested in educational problems. 相似文献
993.
André Roumanet 《Educational Studies in Mathematics》1968,1(1-2):222-236
Sans résumé 相似文献
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995.
This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning (R-SPQ-2F), and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support each other, as inventory responses showed a clear predominance of a deep, non-surface approach to learning, whereas qualitative answers reflected a tendency towards lower-order conceptions of learning. Inconsistencies in the results suggest future research ought to use a combination of techniques when exploring constructs such as learning should they wish to draw valid conclusions. 相似文献
996.
The qualitative study reported on was, undertaken from a distributed leadership perspective, and was an attempt to provide understanding of how heads of department (HoDs) develop educators within the organisational context of different schools and subject departments. The findings are related to the current policy framework for professional development in South African schools. Two fee-paying and two non-fee-paying schools were selected and interviews were conducted with HoDs from single subject (unitary) and multi-subject (federal or confederate) departments in each school. The data was transcribed, coded, analysed and related to the research question. The findings confirmed that HoDs are a key link between principals and the educators in their classrooms. This supports the view that HoDs have formal responsibilities and accountabilities and they wield a horizontal and a vertical influence. Recommendations are made to improve professional development practice by HoDs in particular and in the education system in general. 相似文献
997.
Jesús Navarro-Moreno Rosa María Fernández-Alcalá José Domingo Jiménez-López Juan Carlos Ruiz-Molina 《Journal of The Franklin Institute》2019,356(5):3115-3138
The optimal widely linear state estimation problem for quaternion systems with multiple sensors and mixed uncertainties in the observations is solved in a unified framework. For that, we devise a unified model to describe the mixed uncertainties of sensor delays, packet dropouts and uncertain observations by using three Bernoulli distributed quaternion random processes. The proposed model is valid for linear discrete-time quaternion stochastic systems measured by multiple sensors and it allows us to provide filtering, prediction and smoothing algorithms for estimating the quaternion state through a widely linear processing. Simulation results are employed to show the superior performance of such algorithms in comparison to standard widely linear methods when mixed uncertainties are present in the observations. 相似文献
998.
Zaytoon Amod Deidré Heafield Joseph Seabi 《International Journal of Disability, Development & Education》2018,65(4):428-441
The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein’s criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group’s Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children’s learning potential. 相似文献
999.
The use of digital games as an instructional tool has garnered increasing attention in the education community. Empirical work supported by theory on the learning affordances of digital games allowed the game-based learning community to arrive at the consensus that digital games provide an excellent medium for the acquisition of skills and the exploration of concepts. The field, however, lacks research on how best to teach with games. For example, an unanswered question is whether gameplay should take place before instruction, after instruction, or integrated throughout in order to maximize the effectiveness of the game. To answer this question, a study was conducted with 103 middle school students who either played a digital game designed to teach algebraic concepts before receiving formal instruction, received formal instruction before playing the game, or received formal instruction intermittently during their gameplay session. The results indicate while on average all participants showed improvement in terms of learning, those who played the game before receiving instruction showed significant improvement. These results provide evidence supporting the theory that games are effective when used as an advanced organization tool. 相似文献
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