全文获取类型
收费全文 | 863篇 |
免费 | 18篇 |
专业分类
教育 | 607篇 |
科学研究 | 40篇 |
各国文化 | 8篇 |
体育 | 151篇 |
文化理论 | 10篇 |
信息传播 | 65篇 |
出版年
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 21篇 |
2020年 | 32篇 |
2019年 | 52篇 |
2018年 | 80篇 |
2017年 | 62篇 |
2016年 | 44篇 |
2015年 | 39篇 |
2014年 | 39篇 |
2013年 | 205篇 |
2012年 | 33篇 |
2011年 | 28篇 |
2010年 | 21篇 |
2009年 | 18篇 |
2008年 | 16篇 |
2007年 | 17篇 |
2006年 | 18篇 |
2005年 | 18篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 5篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 6篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1880年 | 1篇 |
排序方式: 共有881条查询结果,搜索用时 15 毫秒
11.
Cher Ping Lim Sungsup Ra Brian Chin Tianchong Wang 《Educational Media International》2020,57(2):87-111
ABSTRACT Information and Communication Technologies (ICT) have had significant impacts on many sectors in today’s knowledge economy. In developing and emerging countries, ICT have enhanced equity, quality, and efficiency in the education sector. However, the adoption of ICT in the South Asian countries’ education sector has not been at scale and its impacts have been limited. There are several gaps and issues that are hindering the wider adoption of ICT and limiting its impacts in the education sector. Through the case studies of the adoption of ICT for education in Bangladesh and Nepal, this paper examines the gaps and issues to be addressed in order to better leverage ICT to enhance education equity, quality, and efficiency. This discussion is guided by the ICT in the education framework that has been developed by the authors, and could provide insights into the state of ICT in education and offer strategies to better leverage ICT for the education sector of other countries in South Asia and the region. 相似文献
12.
Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor interaction back into mathematics learning activities, existing educational theory is not geared to inform or analyze passages from action to concept. We present case studies of tutor–student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer. Drawing on ecological dynamics—a blend of dynamical-systems theory and ecological psychology—we explain and demonstrate that: (a) students develop sensorimotor schemes as solutions to interaction problems; (b) each scheme is oriented on an attentional anchor—a real or imagined object, area, or other aspect or behavior of the perceptual manifold that emerges to facilitate motor-action coordination; and (c) when symbolic artifacts are introduced into the arena, they may both mediate new affordances for students’ motor-action control and shift their discourse into explicit mathematical re-visualization of the environment. Symbolic artifacts are ontological hybrids evolving from things with which you act to things with which you think. Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning. 相似文献
13.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
14.
15.
The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy. 相似文献
16.
Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
17.
欧洲数字图书馆与世界文化多样性 总被引:2,自引:0,他引:2
(法让-诺埃尔·让纳内 《国家图书馆学刊》2007,16(1):6-9
尊敬的中国国家图书馆馆长先生 尊敬的各位馆长、同行: 大家好! 我非常高兴而且十分荣幸有这个机会向大家介绍我们欧洲数字图书馆的发展计划. 相似文献
18.
In this commentary, we react to the recent study by Helsen, Gilis and Weston (2006) on judging offside in football. Helsen et al. claim that their data falsify the optical error hypothesis presented by Oudejans et al. (2000). However, as we will elucidate here, they misinterpret this hypothesis and present a data set that is seriously flawed, and hence not suited to test it. Therefore, their conclusions regarding the optical error hypothesis are in error. 相似文献
19.
Duygu Gül Kaya 《Popular Communication》2018,16(2):128-140
ABSTRACTRelying on Marianne Hirsch’s work on postmemory, as well as theories about new media and memory, this study explores how a group of Armenian young adults in Toronto remember the Armenian Genocide from afar, 100 years after it happened. The data come from 100 Voices: Survival, Memory, Justice. Through a thematic and visual analysis of a sample of video clips posted on YouTube, this study argues that 100 Voices is a work of postmemory that stands at the intersection of prevailing ethno-nationalist constructions of Armenian identity on the one hand, and universal discourses of human rights and historical justice, on the other. Participants are positioned as the Armenian youth, performing a particular duty of memory to remember the genocide and transmit genocide memories to future generations. At the same time, 100 Voices enables these youths to emerge as activists who express their group-based claims through universal parameters of claim-making. 相似文献
20.
In many Western science systems, funding structures increasingly stimulate academic research to contribute to practical applications,
but at the same time the rise of bibliometric performance assessments have strengthened the pressure on academics to conduct
excellent basic research that can be published in scholarly literature. We analyze the interplay between these two developments
in a set of three case studies of fields of chemistry in the Netherlands. First, we describe how the conditions under which
academic chemists work have changed since 1975. Second, we investigate whether practical applications have become a source
of credibility for individual researchers. Indeed, this turns out to be the case in catalysis, where connecting with industrial
applications helps in many steps of the credibility cycle. Practical applications yield much less credibility in environmental
chemistry, where application-oriented research agendas help to acquire funding, but not to publish prestigious papers or to
earn peer recognition. In biochemistry practical applications hardly help in gaining credibility, as this field is still strongly
oriented at fundamental questions. The differences between the fields can be explained by the presence or absence of powerful
upstream end-users, who can afford to invest in academic research with promising long term benefits. 相似文献