全文获取类型
收费全文 | 163篇 |
免费 | 4篇 |
专业分类
教育 | 130篇 |
科学研究 | 4篇 |
各国文化 | 7篇 |
体育 | 3篇 |
文化理论 | 3篇 |
信息传播 | 20篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 12篇 |
2018年 | 7篇 |
2017年 | 5篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 8篇 |
2013年 | 53篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 3篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2006年 | 4篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1993年 | 4篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1929年 | 1篇 |
1926年 | 1篇 |
排序方式: 共有167条查询结果,搜索用时 218 毫秒
21.
Jiaqi FAN Changjie YU Kaida REN Wanbing LIN Stella NG Zexin CHEN Xinping LIN Lihan WANG Qifeng ZHU Yuxin HE Jubo JIANG Xianbao LIU Jian'an WANG 《Journal of Zhejiang University. Science. B》2021,22(3):241-247
Aortic stenosis(AS)is a progressive heart valve disease occurring predominantly in older patients.According to a survey in a western country,the prevalence of AS is nearly 6.4%in patients over 75 years old(Carabello and Paulus,2009).Transcatheter aortic valve replacement(TAVR)is an alternative method for AS patients.Previous studies have described how up to 66%of TAVR patients have concomitant baseline kidney dysfunction(Ferro et al.,2015;Gargiulo et al.,2015).The majority of patients can benefit from the TAVR procedure with the recovery of kidney function. 相似文献
22.
Janice M. Keenan Rebecca S. Betjemann Sally J. Wadsworth John C. DeFries Richard K. Olson 《Journal of Research in Reading》2006,29(1):75-91
We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension. In addition, word recognition and listening comprehension each accounted for significant independent genetic influences on reading comprehension. Together, they accounted for all the genetic influence on reading comprehension, indicating a largely genetic basis for the ‘simple model’ of individual differences in reading comprehension proposed by Hoover and Gough (1990) . 相似文献
23.
24.
跨文化视野中的中英远程外语学习--英国开放大学与汕头电大个案研究 总被引:1,自引:0,他引:1
远程开放教育蓬勃发展,但其动作在世界各地又各有千秋,因此,从跨文化的角度研究环球远程开放教育十分重要。本文以英国开放大学和汕头电大为研究对象,调查在两种不同文化背景下的远程外语学习,并着重分析两校学生的学习信念,所遇到的困难和策略,探讨远程外语学习的资源建设和支持服务体系。该调查结论对于其它学科的远程学习也具有一定参照意义。 相似文献
25.
26.
Athanassios Protopapas Svetlana Gerakaki Stella Alexandri 《Journal of Research in Reading》2006,29(4):418-432
Greek is a language with lexical stress that marks stress orthographically with a special diacritic. Thus, the orthography and the lexicon constitute potential sources of stress assignment information in addition to any possible general default metrical pattern. Here, we report two experiments with secondary education children reading aloud pseudo‐word stimuli, in which we manipulated the availability of lexical (using stimuli resembling particular words) and visual (existence and placement of the diacritic) information. The reliance on the diacritic was found to be imperfect. Strong lexical effects as well as a default metrical pattern stressing the penultimate syllable were revealed. Reading models must be extended to account for multisyllabic word reading including, in particular, stress assignment based on the interplay among multiple possible sources of information. 相似文献
27.
The current study aims to evaluate the performance of three non-IRT procedures (i.e., normal approximation, Livingston-Lewis, and compound multinomial) for estimating classification indices when the observed score distribution shows atypical patterns: (a) bimodality, (b) structural (i.e., systematic) bumpiness, or (c) structural zeros (i.e., no frequencies). Under a bimodal distribution, the normal approximation procedure produced substantially large bias. For a distribution with structural bumpiness, the compound multinomial procedure tended to introduce larger bias. Under a distribution with structural zeroes, the relative performance of selected estimation procedures depended on cut score location and the sample-size conditions. In general, the differences in estimation errors among the three procedures were not substantially large. 相似文献
28.
Encountering disregard in Australian academe: the subjective perspective of a disaffiliated racial ‘other’ 总被引:1,自引:0,他引:1
Stella Coram 《British Journal of Sociology of Education》2009,30(3):275-287
This article proposes that progressive frameworks underpinned by diversity are contradictory to the inclusion of the ‘other’ in Australian higher education. I integrate the critical race theory constructs of disregard and convergence with white privilege and indigenous lacking to claim that objective processes underpinned by merit embed the marginalising of the ‘other’. I draw on storytelling to enunciate my subjective experience of disregard as a Maori woman scholar to shed light on institutional culture in the maintaining of insider privilege. 相似文献
29.
Paul G. Munro James T. Dhizaala Stella Apecu Laloyo Sebastian Oguti Oswin Sarah Walker 《高等教育研究与发展》2019,38(7):1461-1474
ABSTRACTInternational fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term. 相似文献
30.
Exploring the relationship between physics-related epistemological beliefs and physics understanding
Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education. 相似文献