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Carole A. Estabrooks Peter Norton Judy M. Birdsell Mandi S. Newton Adeniyi J. Adewale Richard Thornley 《Research Policy》2008,37(6-7):1066-1078
Defining knowledge translation activities using Gibbons and Nowotny's Mode I and II forms of knowledge production, health researcher (N = 240) characteristics are compared with their knowledge translation activities. Applied researchers (n = 168) engaged in more Mode II activity (p < .001), perceived their work as having more impact (p < .001), and reported higher levels of relational capital (p < .001) when compared to basic researchers (n = 72). Those from medical schools (n = 128) had more publications (p = .004) as did applied researchers in medical school compared to applied researchers from other faculties (p = .001). These findings provide early empirical insights into emerging tensions in environments where Mode I and Mode II activities co-exist; tensions that may extract unintended costs from researchers. Such costs may be paid in the currency not only of tenure and promotion, but also of successful grant and career scientist award acquisition. 相似文献
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China aims to become an innovation-led nation by 2020, but its leadership is generally sceptical – and oftentimes hostile – to the market forces, open exchange of ideas, and creative destruction that have unlocked innovation in other countries. Instead, Beijing hopes to promote innovation in China through a massive expansion in higher education, more skilled workers, and heavy investments in R&;D. Can China's leaders engineer a top-down approach to innovation? 相似文献
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AbstractThis article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do? 相似文献
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William B. Johnson Jeffrey E. Norton 《Educational technology research and development : ETR & D》1992,40(4):81-94
Since 1976 the authors have been involved in an evolving research and development program focusing on the application of computer-based
simulation to diagnostic training in technical environments. Eight simulation-oriented training systems are used to describe
the authors' understanding of and approach to student diagnosis. Each of the systems described capitalized on experimental
and/or empirical findings from previous experiences. The article describes how design decisions were driven first by research
findings and then by the reality of building effective computer-based training systems within the constraints of operational
environments.
The paper on which this article is based was presented at the Cognitive Skill Acquisition Workshop, Air Force Armstrong Laboratory
Human Resources Directorate, Brooks Air Force Base, Texas, in July 1990. It is also published in Regian, W. J., & Shute, V.
J. (Eds). (1992).Cognitive approaches to automated instruction. Hillsdale, NJ: Lawrence Erlbaum. 相似文献