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81.
Christine Suurtamm Martha J. Koch 《Educational Assessment, Evaluation and Accountability》2014,26(3):263-287
Current thinking encourages teachers to incorporate a range of assessment practices that are responsive to student thinking and promote student learning. At the same time, teachers are situated in a landscape of accountability, where they are often seen as technicians who implement prescribed curriculum, policies, and procedures with success measured by externally created assessments. This paper considers how teachers navigate this difficult terrain as they incorporate new assessment practices in their classrooms. We report on a two-year project undertaken with 42 teachers of mathematics (Grades 4–12) in Ontario, Canada. Using an analytic framework adapted from Windschitl (Review of Educational Research, 72(2), 131–175.2002), we explore the dilemmas these teachers identified as they met in communities of practice. Our findings highlight the need for coherence in the assessment messages communicated to teachers and provide evidence of the critical role of ongoing collaboration and dialogue to support the development of teachers’ professional judgement and enable change in their assessment practice. 相似文献
82.
Werner Helsper Mareke Niemann Anja Gibson Lena Dreier 《Zeitschrift für Erziehungswissenschaft》2014,17(3):203-219
Looking at two urban higher education regions, in this paper we investigate the question of which positions head teachers of “exclusive” German gymnasiums adopt with regard to concepts such as ‘elite’, ‘excellence’ and thus also to schools’ attempts to distinguish their own profiles in the education system, all the while bearing in mind the context of public discourses about ‘elite’ and ‘excellence’. In doing so, we reconstruct four modes of dealing with the elite concept. All of these modes—even the most positive references—show that for “exclusive” German Gymnasiums the term ‘elite’ is precariously situated, associated as it is with a considerable need for legitimation. By contrast, it is not problematic to refer to a meritocratic elite concept that involves functional academic and leadership elites in the sense of excellence. On the other hand, any association of these upper secondary schools with power, financial and business elites does seem highly problematic and is vehemently rejected. This clear rejection occurs—and this is the central thesis of this article—because otherwise meritocracy itself, as the hegemonic academic form of legitimation, would be threatened to its very core. 相似文献
83.
Tobias Rohatsch Gerhard P?ppel und Heinrich Werner 《Informatik - Forschung und Entwicklung》2002,17(2):53-59
Zusammenfassung. Die moderne und hoch komplexe Fertigung, z.B. in der Halbleiterindustrie, erfordert für die dabei anfallenden Messdaten der
Anlagen- bzw. Prozessparameter multivariate Analysemethoden. Eine dieser m?glichen Analysemethoden ist Projection Pursuit
(PP). Dieses Verfahren ist durch geschickte Wahl des so genannten Projektionsindex in der Lage, verschiedenste Datencharakteristika
zu detektieren und diese auf anschauliche Weise zu visualisieren. Bei den Projektionsindizes handelt es sich um Funktionen,
die eine Projektion auf unterschiedliche Merkmale hin bewerten und dabei jeder Projektion einen Funktionswert zuweisen. Dieser
Funktionswert spiegelt die Aussagekraft der Projektion (in Abh?ngigkeit vom verwendeten Index) wider. Die Auswahl bzw. der
Aufbau dieser Indizes ist hierbei von entscheidender Bedeutung. Alle hier vorgestellten Indizes zeichnen sich vor allem durch
ihren robusten Charakter gegenüber durch Ausrei?er kontaminierte Daten, wie sie in realen Datenszenarien vorkommen, aus. Die
durch Anwendung dieser Indizes gewonnenen Einblicke in die komplexe Struktur der Daten erm?glichen es, hochdimensionale Parameterabweichungen
und komplexe Zusammenh?nge innerhalb der Daten zu finden.
Eingegangen am 11. Februar 2002 / Angenommen am 14. Mai 2002 相似文献
84.
From classifications of word problems in international discussion of elementary mathematics instruction as well as from conceptual elaborations of didactical analyses in Germany, a classification of semantic structures of one-step word problems involving multiplication or division is proposed, comprehending four main classes: Forming the n-th multiple of measurers, combinatorial multiplication, composition of operators, and multiplication by formula. This classification is more comprehensive and differentiated than the classifications of Vergnaud (1983), Nesher (1988), and Bellet al. (1989) — aiming at a better assignment between diverse contextual circumstances and conceptual demands of mathematics and at compatibility with the well-known semantic structures of addition and subtraction word problems. 相似文献
85.
J. K. Lindsey Arthur W. Foshay W. D. Halls Sid Bourke R. Murray Thomas Michael J. McRory J. Keith Watson M. K. Raina David Phillips S. Anandalakshmy Klaus Künzel Hans Werner Heymann Edmund King Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399
86.
An extension of two confirmatory factor models for multitrait-multimethod measurement designs with structurally different methods to the analysis of latent interaction effects is presented: the nonlinear latent difference (NL-LD) model and the nonlinear correlated trait–correlated method-minus-one (NL-CTC[M – 1]) model. Both models are compared with regard to (a) the psychometric definition of the latent variables, (b) the capabilities of explaining latent method effects, and (c) the analysis of latent interaction effects. Using the latent moderated structural equation approach, we show how moderated method effects can be examined in the NL-CTC(M – 1) model. This fine-grained analysis of method effects is not feasible using the classical NL-LD model. We propose an extended version of the NL-LD model, which recovers the results of the NL-CTC(M – 1) model. The different versions of the nonlinear multimethod models are illustrated using real data from a multirater study. Finally, the advantages and challenges of incorporating latent interaction effects in complex CFA–MTMM models are discussed. 相似文献
87.
Franziska D. Koch Andrea Dirsch-Weigand Malte Awolin Rebecca J. Pinkelman Manfred J. Hampe 《European Journal of Engineering Education》2017,42(1):17-31
ABSTRACTIn order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement. 相似文献
88.
Werner Nitschke 《Learning & behavior》1979,7(4):457-460
Classically conditioned shock-elicited vocalizations in the adult rat were acoustically analyzed and described, The fundamental frequency of the CRs ranged between 2,000 and 3,600 Hz, with overtones that extended well into the ultrasonic range and with durations lasting approximately 1÷2 sec. Major differences between CR and UCR signals were apparent. The CR vocalizations had little frequency variation and little or no noise, while the UCR vocalizations were associated with highly irregular frequencies and broad-band noise. Post-shock vocalizations had combined features of the CR and UCR sounds. It is suggested that the differences between the CR and UCR are related to the CR being the emotional cry and the UCR the pain cry. 相似文献
89.
Four pigeons were trained in a delayed conditional discrimination in which color and line cues jointly indicated trial outcome. These were either combined in advance of a retention interval (RI) or separately presented before and after the RI. The former procedure resulted in less forgetting over the RI, the difference increasing with longer RIs. In a second study, the line cue was presented redundantly before and after the RI, and then selectively omitted from either temporal location during probe tests. In general, the results indicated that the birds relied upon the line as a cue to a greater extent when it was compounded with the color in advance of the RI than when it was presented after the RI. The data support an interpretation based on anticipatory processing in working memory, which leads to better retention than retrospective remembering. 相似文献
90.
Jørgen Cohn Kirsten Inger Mygind Holzer Lone Koch Birgit Severin 《Child abuse & neglect》1981,5(2):201-203
Torture of children occurs in many different ways: children may be forcibly adopted by strangers; children may be arrested and imprisoned; they may witness torture of their parents or may be tortured in the presence of their parents; and, similarly several reports of mass executions of children are available.The Danish Medical Group under Amnesty International has investigated 88 Chilean children now living in Denmark, whose parents had been tortured. Approximately of the children were abnormally anxious and approximately had disturbances of sleep in the form of difficulty falling asleep accompanied by broken sleep with nightmares. Approximately of the children developed secondary nocturnal enuresis. Seventeen percent of the children showed behaviour difficulties in the form of aggression while 16% became introverted and depressed and had difficulties in establishing contact with children of the same age-group. 相似文献