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601.
The micro-determinants of meso-level learning and innovation: evidence from a Chilean wine cluster 总被引:7,自引:0,他引:7
Most analyses of the relationship between spatial clustering and the technological learning of firms have emphasised the influence of the former on the latter, and have focused on intra-cluster learning as the driver of innovative performance. This paper reverses those perspectives. It examines the influence of individual firms’ absorptive capacities on both the functioning of the intra-cluster knowledge system and its interconnection with extra-cluster knowledge. It applies social network analysis to identify different cognitive roles played by cluster firms and the overall structure of the knowledge system of a wine cluster in Chile. The results show that knowledge is not diffused evenly ‘in the air’, but flows within a core group of firms characterised by advanced absorptive capacities. Firms’ different cognitive roles include some—as in the case of technological gatekeepers—that contribute actively to the acquisition, creation and diffusion of knowledge. Others remain cognitively isolated from the cluster, though in some cases strongly linked to extra-cluster knowledge. Possible implications for policy are noted. 相似文献
602.
Modern public libraries strive for inclusivity. Part of this effort involves enhancing staff capacity for engaging with socially vulnerable populations. This paper presents the outcomes of a study on library use by homeless adults, one of the most vulnerable of populations. The study employed a mix of methods. Part one was quantitative: a survey of library patrons. A second, qualitative phase involved focus groups – two of which were comprised of homeless patrons. Several areas of concern and need emerged, including physical space, safety, library services, and interactions with the library staff. 相似文献
603.
Bhatt Rachana Bell Angela Rubin Donald L. Shiflet Coryn Hodges Leslie 《Research in higher education》2022,63(6):987-1014
Research in Higher Education - While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high... 相似文献
604.
In this paper, we introduce restorying, a pedagogical approach based on social constructivism that employs successive iterations of rewriting and discussing personal, student-generated, domain-relevant stories to promote conceptual application, critical thinking, and ill-structured problem solving skills. Using a naturalistic, qualitative case study design, this study describes and analyzes how restorying promoted learning and transfer for master’s level students in two sections of a conflict management class. Data sources included course documents, course assignments, class observations, interviews, focus groups, and surveys. An inductive analytic approach using constant comparative methods was employed for analyzing qualitative data, and course section assignment performance averages were calculated for analyzing quantitative data. The restorying approach emphasizes learning new content through personal story application and story sharing among course participants. The restorying approach offers a potentially viable alternative for those not satisfied with conventional case studies. Conventional case studies may fall short in providing the desired range or complexity of problem space elements or may embed problems in contexts that are not learner relevant. Moreover, the sustained analysis of a past personal experience may result in deeper internalization of domain content and transfer of learning. While restorying may not be appropriate for some learning contexts, it holds promise for settings that can incorporate the key elements and address the adoption considerations described in this paper. The restorying approach invites one to consider how personal, student-generated, domain-relevant stories may be employed, shared, reflected upon, revised, expanded upon, and redeployed to promote achievement of desired learning outcomes. 相似文献
605.
The non-motorized treadmill system initially reported by Lakomy in 1984 has been used extensively to assess sprinting performance. However, there has been limited research into the reliability of power output measurement using such systems. The aim of this study was to design a system and protocol capable of measuring treadmill sprinting performance in rugby players and to assess the reliability of this system for measuring power output. Twenty-seven rugby players, all of whom were familiar with treadmill sprinting, performed three maximal 6 s sprints with 2 min recovery between sprints, on two occasions 1 week apart. Both tests were performed on a non-motorized Woodway tramp treadmill, interfaced to a data acquisition system. There were no significant differences ( P > 0.05) between power output for repeated trials on the same day (between trials) or for repeated trials on different days (between days). Limits of agreement for maximum average power (the average of 100 readings per second) were 4 - 98 and 30 - 157 W for between trials and between days, respectively. When reported as ratio limits of agreement, these were 1.07 (*/ 1 1.12) and 1.03 (*/ 1 1.16), respectively. The limits of agreement for maximum instantaneous power (the highest of 100 readings per second) were 51 - 464 and 105 - 588 W for between trials and between days, respectively. When reported as ratio limits of agreement, these were 1.02 (*/ 1 1.20) and 1.04 (*/ 1 1.21) for between trials and between days, respectively. The coefficients of variation for all measures of power output were less than 9.3%. Hence, the treadmill system and protocol developed in this study provide a reliable measure of power output for rugby players. 相似文献
606.
Faculty Organizational Commitment and Citizenship 总被引:1,自引:0,他引:1
Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment
(OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of
survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning
are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness
of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again
if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time
spent on research and time spent on teaching—were negatively associated with this behavior. 相似文献
607.
Pigeons were trained on a two-component multiple schedule in which each separate component consisted of a three-link chain schedule. After initial baseline training, the stimuli correlated with the terminal links of each chain were presented in a successive discrimination, with one stimulus continuing to be associated with reinforcement while responses to the alternative stimulus were extinguished. Subjects were then returned to the original chain schedule, but with extinction in effect in both components of the multiple schedule. In two separate experiments, extinction of initial-link responding was not affected by which terminal link had been extinguished during the separate discrimination training, indicating that devaluation of the terminal link was not transmitted directly to the initial link of the chain. There was also no effect of the devaluation procedure during the first session of testing on responding in the middle link of the chain, but an effect did develop with continued extinction of the entire chain when the terminal components were presented during extinction. When the terminal components were omitted, however, the latter effect did not occur. Also, when the terminal link was omitted, extinction occurred more rapidly in the middle component than in the initial component, indicating a backward pattern of extinction. 相似文献
608.
Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. It is this relationship that we explore in this paper – the power and potential of green school grounds to promote health and well‐being and to be an integral element of multifaceted, school‐based health promotion strategies. Specifically, we bring together recent research to examine green school grounds as places where the interests of educators and children’s health advocates can meet, inform and support one another. By grounding our comments in recent thinking about health‐promoting schools, we highlight the growing body of evidence that green school grounds, as a school setting, can contribute to children’s physical, mental, social and spiritual well‐being. 相似文献
609.
We report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science
teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation
program, the Maryland Collaborative for Teacher Preparation (MCTP). We compared responses of the same beginning teachers over
the two administrations of the survey. The 1st administration was conducted soon after the beginning teachers graduated from
the MCTP program, but had not started full teaching. The 2nd administration was conducted after the new teachers had taught
full time for a minimum of a full year, with the majority having taught for 2 years. Results indicated that in all areas the
MCTP teachers maintained their reform-based beliefs. 相似文献
610.
J.?Randy?McGinnisEmail author Tad?Watanabe Amy?Roth?McDuffie 《International Journal of Science and Mathematics Education》2005,3(3):407-428
This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative
for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists
in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics
and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general,
that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at
the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate
balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily
tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and
science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their
professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding,
not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates
to develop a new vision of mathematics and science teaching shaped by their professors' example. 相似文献