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81.
82.
Elizabeth Murphy María A. Rodríguez‐Manzanares Michael Barbour 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):583-591
This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting. 相似文献
83.
The paper reviews Asia–Pacific higher education and university research, focusing principally on the “Confucian” education
nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special
developmental dynamism—still playing out everywhere except Japan—and have created a distinctive model of higher education
more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university
was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding
and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding
of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) “one chance” national examinations
that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public
investment in research and “world-class’ universities. The Model has downsides for social equity in participation, and in
the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid
low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each
and all of mass tertiary participation, university quality, and research quantity and quality. 相似文献
84.
The US Natality files provide information on medical procedures and health related behavior during pregnancy and childbirth. The data set represents nearly the universe of mothers who give birth in the US, providing the most complete coverage possible of medical care and health behavior among a specific patient population. We document gaps in outcomes by education of the mother and the changes in these educational gaps during 1989-2002. 相似文献
85.
Carol Murphy 《British Educational Research Journal》2011,37(1):147-161
Efforts to meet the needs of children's learning in arithmetic has led to an increased emphasis on the teaching of mental calculation strategies in England. This has included the adoption of didactical tools such as the empty number line (ENL) that was developed as part of the realistic mathematics movement in the Netherlands. It has been claimed that the English use of the ENL differs from that of the Dutch. In this study curriculum guidance materials are examined to investigate these differences. Two examples of teaching sequences are provided to illustrate them further. It is proposed that the different uses stem from different pedagogical principles. The implications of the English use are discussed in relation to the presentation of mental calculation strategies in an algorithmic way. 相似文献
86.
87.
Gergely Simon Caroline Busch Marco A. B. Andrade Julien Reboud Jonathan M. Cooper Marc P. Y. Desmulliez Mathis O. Riehle Anne L. Bernassau 《Biomicrofluidics》2021,15(1)
Separation and sorting of biological entities (viruses, bacteria, and cells) is a critical step in any microfluidic lab-on-a-chip device. Acoustofluidics platforms have demonstrated their ability to use physical characteristics of cells to perform label-free separation. Bandpass-type sorting methods of medium-sized entities from a mixture have been presented using acoustic techniques; however, they require multiple transducers, lack support for various target populations, can be sensitive to flow variations, or have not been verified for continuous flow sorting of biological cells. To our knowledge, this paper presents the first acoustic bandpass method that overcomes all these limitations and presents an inherently reconfigurable technique with a single transducer pair for stable continuous flow sorting of blood cells. The sorting method is first demonstrated for polystyrene particles of sizes 6, 10, and 14.5 μm in diameter with measured purity and efficiency coefficients above 75 ± 6% and 85 ± 9%, respectively. The sorting strategy was further validated in the separation of red blood cells from white blood cells and 1 μm polystyrene particles with 78 ± 8% efficiency and 74 ± 6% purity, respectively, at a flow rate of at least 1 μl/min, enabling to process finger prick blood samples within minutes. 相似文献
88.
The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers. 相似文献
89.
Decision-making is a complex process that is largely studied from an experimental perspective or in specific organizational contexts. As such, no generalizable framework exists with which to study decision-making from an individual differences perspective for predictive/selection purposes. By generalising a context-specific decision model proposed by Koriat and Goldsmith (1996), the focus of this research was to therefore test a novel framework for studying individual differences in decision-making tendencies. Utilising this framework within a fictitious Medical Decision-Making Test (MDMT) yielded five novel variables that provided unique insight into individuals’ decision tendencies: Optimal, Realistic, Incompetent, Hesitant and Congruent. Metacognitive confidence and its calibration (bias and CAQ) were used as predictor variables to validate this framework. One hundred ninety-three undergraduate students completed the MDMT and three cognitive ability tests with confidence ratings, a personality questionnaire, and the Need for Closure questionnaire. All decision tendency variables demonstrated excellent internal consistency and were predicted by the metacognitive variables incrementally to the remaining variables as hypothesized. Additionally, the metacognitive indices were found to generalize across the decision-making and cognitive tests. The results imply that this novel framework and MDMT reliably capture individuals’ decision behaviour that shares a meaningful relationship with their general confidence and calibration. 相似文献
90.
This article advances the thinking of Lima, Ostermann and Rezende’s “Marxism in Vygotskian approaches to cultural studies of science education” and Mark Zuss’ response to their paper. Firstly, it introduces Catherine Malabou’s concept of plasticity, from which Hegel’s dialectic can be re-read as historical materialist self-determination in a way that embraces science but non-reductively, and which leads to the possibility of challenging theoretical rigidity as a form of transformative action. Secondly, this response article provides political analysis of scientific concepts as they reproduce and reinforce particular interests and are expropriated by policy makers and unaware teacher educators whose understanding lies within a technical-instrumentalism and diluted humanism framework. Both arguments feature the human brain as an object of research in science education. From Malabou, the emancipatory conceptualisation of the brain as material, historical and sociocultural; whilst ‘Brain Gym’ exemplifies a non-science and nonsensical misappropriation of scientific concepts for commercial gain via a para-educational intervention. 相似文献