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81.
Svetlana Chachashvili-Bolotin Marina Milner-Bolotin Sabina Lissitsa 《International Journal of Science Education》2016,38(3):366-390
Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students’ interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of 2458 secondary public school students in the fifth-largest Israeli city indicate that STEM learning experience positively associates with students’ interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields. Moreover, studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students’ interest in pursuing STEM fields in the future. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model. Outcome expectations and self-efficacy beliefs positively correlate with students’ entering tertiary education but did not differentiate between their interests in the fields of study. 相似文献
82.
Andrea Oxley da Rocha Deivis de Campos Marco Aurélio Farina Gabriel Sartori Pacini Marina Cornelli Girotto Arlete Hilbig 《Anatomical sciences education》2017,10(5):475-486
The use of human material in anatomy education depends upon the generosity of body donors. However, little is known regarding the demographics of body donors in Brazil, where voluntary body donation is a relatively rare phenomenon. Hence, the aim of the present study was to elucidate the demographic profile of applicants to the Body Donation Program (BDP) at the Federal University of Health Sciences of Porto Alegre in Brazil, as well as to assess whether the observed characteristics of body donors are unique to that sample, or if they merely reflect the characteristics of the regional population. Information derived from the specific forms filled out by donors between January 2008 and June 2016 at the time of registration were collected. Data from 416 forms were analyzed. Based on this study, the typical applicant in Brazil is typically a white female (67.4%), over 60 years of age (60.3%), unmarried or single (70.6%), affiliated with a religious group (89.1%), of middle class background (40.4%), who has completed high school and/or holds a university degree (93.8%). The motivation of donors was, in most cases, an altruistic gesture, represented by the desire to help society and science. Elucidating these demographic characteristics of potential donors may help identify the target public to which information regarding body donation campaigns could be directed. Anat Sci Educ 10: 475–486. © 2017 American Association of Anatomists. 相似文献
83.
Peter LaFreniere Nobuo Masataka Marina Butovskaya Qin Chen Maria Auxiliadora Dessen Klaus Atwanger Susanne Schreiner Rosario Montirosso Alessandra Frigerio 《Early education and development》2002,13(2):201-220
A multi-national study using the Social Competence and Behavior Evaluation Inventory (SCBE-30) was conducted to investigate preschool children's social and emotional development across cultures. A total of 4,640 children from eight participating countries, including Austria, Brazil, Canada, China, Italy, Japan, Russia, and the United States were evaluated by their preschool teachers. The main objective of the study was to validate the SCBE-30 in each country and build a cross-cultural data set for the investigation of universals, as well as cultural differences, in the development of preschool children's social competence and the frequency and type of their behavioral problems. Results provide a clear case for the structural equivalence of the SCBE-30 across all samples, for universals in the structure of early social behavior, and possibly some differences that may be attributed to culture. The pattern of gender differences found in North American samples was found to generalize across cultural contexts as preschool boys were universally reported to be significantly more aggressive and viewed as less socially competent than girls. Age differences were also found in all eight samples reflecting increasing competence in older children, however age trends in the prevalence of behavior problems were culture specific. 相似文献
84.
85.
Arianna Howard Ashley Patterson Valerie Kinloch Tanja Burkhard Ryann Randall 《Gender and education》2016,28(6):756-768
ABSTRACTThis article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at The Black Women’s Gathering Place (BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In the BWGP, we enact components of Pinar’s [2004. What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook’s [2007. An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, NY: Peter Lang] ‘Curriculum of Place,’ we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. The BWGP allows us to argue for a re-presentation of extant knowledge by and about Black women. 相似文献
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88.
Marina Biryukova 《The International Journal of Art & Design Education》2019,38(1):207-223
This article analyses the problem of reception and interpretation of contemporary art exhibition in the context of Besucherschule (Visitors’ School) invented by Bazon Brock: German philosopher, art historian and a follower of Theodor Adorno. He implemented this practice for the first time on documenta 4 in Kassel (1968) and organised such schools of reception until documenta 9 (1992). The aim of the Visitors’ School was to explain works of contemporary art on display to the public. Brock understood this process as ‘mediation’ in aesthetic education, arguing that dependence on theory was no less problematic for contemporary art perception than the lack of traditional art form. The main symbolic task of art – ‘claim for reality’, was demonstrated by Brock in two ideas: ‘new image‐war’ and ‘speaking image’. 相似文献
89.
Sai Väyrynen Essi Kesälahti Tanja Pynninen Jenny Siivola Natalia Flotskaya Svetlana Bulanova 《欧洲师范教育杂志》2016,39(4):437-451
We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by questionnaires and observations, and analysed by theory-guided content analysis. While all teachers supported the development of social skills, their pedagogical choices reflected their personal interaction style. The teachers who favoured informal interactions engaged in real-life situations with learners, whereas those favouring formal interactions chose separate activities for practising social skills. The study highlights aspects that deserve more attention in developing teacher education programmes for inclusion. 相似文献
90.
Roy B. Clariana Tanja Engelmann Wu Yu 《Educational technology research and development : ETR & D》2013,61(3):423-442
Problem solving likely involves at least two broad stages, problem space representation and then problem solution (Newell and Simon, Human problem solving, 1972). The metric centrality that Freeman (Social Networks 1:215–239, 1978) implemented in social network analysis is offered here as a potential measure of both. This development research study applied centrality measures to reanalyze existing concept maps from a recent investigation (Engelmann and Hesse, Computer-Supported Collaborative Learning 5:299–319, 2010). Participants (N = 120) were randomly assigned to interdependent (i.e. hidden profiles) or non-interdependent conditions to work online in triads using CmapTools software to create a concept map in order to solve a problem scenario. The centrality values of these group-created concept maps agreed with the common relations count analysis used in that investigation and allowed for additional comparisons as well as analysis by multidimensional scaling. Specifically, the interdependent triad maps resembled the fully explicated problem space, while the non-interdependent triad maps mainly resembled the problem solution. The results demonstrate that centrality is a useful measure of knowledge structure contained in these team concept map artifacts that allows researchers to infer problem representation start and goal state transitions during problem solving. 相似文献