全文获取类型
收费全文 | 1322篇 |
免费 | 10篇 |
专业分类
教育 | 885篇 |
科学研究 | 66篇 |
各国文化 | 6篇 |
体育 | 131篇 |
文化理论 | 17篇 |
信息传播 | 227篇 |
出版年
2022年 | 9篇 |
2021年 | 16篇 |
2020年 | 29篇 |
2019年 | 31篇 |
2018年 | 72篇 |
2017年 | 42篇 |
2016年 | 34篇 |
2015年 | 26篇 |
2014年 | 30篇 |
2013年 | 230篇 |
2012年 | 40篇 |
2011年 | 38篇 |
2010年 | 33篇 |
2009年 | 25篇 |
2008年 | 54篇 |
2007年 | 54篇 |
2006年 | 34篇 |
2005年 | 47篇 |
2004年 | 26篇 |
2003年 | 20篇 |
2002年 | 45篇 |
2001年 | 25篇 |
2000年 | 16篇 |
1999年 | 25篇 |
1998年 | 22篇 |
1997年 | 17篇 |
1996年 | 14篇 |
1995年 | 17篇 |
1994年 | 12篇 |
1993年 | 10篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1985年 | 14篇 |
1984年 | 13篇 |
1983年 | 12篇 |
1982年 | 7篇 |
1981年 | 16篇 |
1980年 | 9篇 |
1979年 | 12篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1976年 | 7篇 |
1975年 | 10篇 |
1974年 | 8篇 |
1973年 | 14篇 |
1968年 | 5篇 |
1967年 | 5篇 |
排序方式: 共有1332条查询结果,搜索用时 15 毫秒
31.
32.
Research in Higher Education - Do persons over age 62 enroll in universities to maintain their social interaction and stay in life's mainstream? This question was researched through a... 相似文献
33.
Gerald Collier 《高等教育研究与发展》1989,8(1):59-68
Radical changes have taken place in the conditions of professional practice in recent decades, which have been recorded and analysed by a number of authors, together with various proposals for the adaptation of courses of professional training. One area in this evolution which has received less than systematic investigation is the greatly increased occurrence of clashes arising from ethical complications in much professional practice, a major source of which has been the greatly increased intermingling of cultures worldwide. In the present paper it is argued that the training of professional practitioners in the understanding of value conflicts is different in nature from the training in the knowledge and techniques specific to a profession. The distinction is traced and a definition offered of the educational problem involved in preparing professional practitioners for handling such matters. The remainder of the paper is taken up with a review of several approaches that have been reported. 相似文献
34.
35.
Werner Helsper Heinz-Hermann Krüger Lena Dreier Catharina I. Keßler Stephanie Kreuz Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725
During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany. 相似文献
36.
The purpose of the present study was to investigate instructional methods appropriate for developing problem solving skills (PSS) in a paramedical course. Three instructional methods were compared: Frontal Lecture Strategies (FLS), Mastery Learning Strategies (MLS) and Experiential Mastery Learning Strategies (EMLS) in which feedback corrective procedures were embedded within experiential learning situations. Results showed that FLS produced the highest scores on Lower Mental Process subtest while EMLS yielded the highest scores on all measures of problem solving skills. Several implications of this study for future research are suggested and discussed. 相似文献
37.
Gerald J. Savage 《Technical Communication Quarterly》1996,5(3):309-327
As we increasingly recognize the social nature of technical communication, our responsibilities as teachers need to be redefined. Three levels of responsibility are suggested: at the theoretical level, we should study technical communication as a historically emergent social practice; at the pedagogical level, we need to incorporate social and historical perspectives into technical communication courses and curricula; at the level of social action, we should participate in defining and creating new sites of practice for technical communicators. Several suggestions are offered for helping students locate or develop alternative sites of technical communication practice. 相似文献
38.
Prof. Dr. Andreas Hartinger Thilo Kleickmann Dr. Birgit Hawelka 《Zeitschrift für Erziehungswissenschaft》2006,9(1):110-126
Es gibt einige Hinweise darauf, dass Vorstellungen vom Lehren und Lernen sowohl für das Handeln der Lehrkr?fte im Unterricht
als auch für Zielkriterien auf der Ebene der Schüler eine Rolle spielen. Dabei gelten konstruktivistisch orientierte Sichtweisen
als besonders günstig. Empirische Untersuchungen dazu gibt es jedoch bislang nur auf einzelne fachdidaktische Inhaltsbereiche
bezogen. In der vorliegenden Studie werden konstruktivistisch orientierte Lehrereinstellungen mit Merkmalen des Unterrichts
(?ffnung des Unterrichts im Hinblick auf Entscheidungsm?glichkeiten für Schüler/-innen und Strukturierung des Unterrichts)
sowie mit Einsch?tzungen der Schüler/-innen (Selbstbestimmungsempfinden und Interessantheit des Unterrichts) in Beziehung
gesetzt. Die Ergebnisse best?tigen die Theorie: In den Klassen der Lehrer/-innen mit überwiegend konstruktivistischen Vorstellungen
von Lernen und Lehren gibt es mehr Freir?ume, ohne dass der Unterricht weniger strukturiert abl?uft. Zudem empfinden sich
die Schüler/-innen als selbstbestimmter und sch?tzen den Unterricht als interes-santer ein. 相似文献
39.
Berent GP Kelly RR Aldersley S Schmitz KL Khalsa BK Panara J Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies. 相似文献
40.
Elia Psouni Andreas Falck Leni Boström Martin Persson Lisa Sidén Maria Wallin 《Child development》2019,90(1):35-50
Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding. 相似文献