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1.
To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors’ viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants’ subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice – readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors’ agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided.  相似文献   
2.
Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country.  相似文献   
3.
杨槿  陈雯  杨柳青  耿佩 《资源科学》2020,42(7):1285-1297
乡村生态转型旨在保护乡村资源环境的同时,实现自然资源及生态服务的经济价值,以达到自然生态与经济社会共赢,是乡村功能认识回归和生态文明建设背景下乡村农业生产和生态维育功能重新得到重视等外在因素,以及乡村生态资源丰富和村民发展诉求强烈等内在驱动共同作用的结果,为地处生态敏感区的传统农业村落实现振兴和可持续发展提供了可行途径。基于生态现代化理论与生态经济发展特质,本文从要素投入和参与主体两方面探讨了乡村生态转型的可能路径,提出乡村生态转型需要从依靠资本转向依靠知识投入,结合政府、社区等主体在乡村知识投入与应用中的行为及作用特点,提出乡村生态转型的知识投入更适合采取社区参与的方式。最后,结合江苏省句容市茅山风景区陈庄村的生态转型实践,对乡村生态转型的知识投入和社区参与策略及其效应进行分析。研究有助于深化对乡村生态转型必要性及其路径的理论认识,并为乡村发展的生态化实践提供一定经验借鉴和路径参考。  相似文献   
4.
杜立民  王如琦  肖赵华 《资源科学》2021,43(10):1961-1975
面对长三角地区区域一体化的经济建设及绿色发展新需求,生态创新如何影响该区域生态经济发展水平,学术界尚未形成共识。本文基于2010—2018年长三角地区41个地级及以上城市面板数据,首先,研究了生态创新对生态经济发展的线性影响;然后,运用中介效应模型考察了生态创新对长三角地区生态经济发展的影响途径;最后,使用面板门槛模型,探索了异质性收入水平下,生态创新与生态经济之间的非线性关系。研究结果表明:①生态创新促进了长三角地区生态经济的发展;生态创新通过提升绿色技术扩散,而非绿色技术进步来推动长三角地区生态经济发展;②生态创新在不同收入水平下存在双门槛效应,即随着收入水平的上升,生态创新对生态经济发展的影响显著为正,而且其影响程度呈现出先递增后递减的非线性规律。本文建议应从提升生态技术创新能力、防止“一刀切”政策以及加强区域合作等方面来促进长三角地区生态创新一体化,从而助力该区域经济高质量发展。  相似文献   
5.
Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages.  相似文献   
6.
This study employed fixed effects regression that controls for selection bias, omitted variables bias, and all time-invariant aspects of parent and child characteristics to examine the simultaneous associations between neighborhood disorganization, maternal spanking, and aggressive behavior in early childhood using data from the Fragile Families and Child Wellbeing Study (FFCWS). Analysis was based on 2,472 children and their mothers who participated in Wave 3 (2001–2003; child age 3) and Wave 4 (2003–2006; child age 5) of the FFCWS. Results indicated that higher rates of neighborhood crime and violence predicted higher levels of child aggression. Maternal spanking in the past year, whether frequent or infrequent, was also associated with increases in aggressive behavior. This study contributes statistically rigorous evidence that exposure to violence in the neighborhood as well as the family context are predictors of child aggression. We conclude with a discussion for the need for multilevel prevention and intervention approaches that target both community and parenting factors.  相似文献   
7.
This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues.  相似文献   
8.
While the importance of a supportive context for entrepreneurship is widely acknowledged, its antecedents are rarely investigated. We apply the concept of organizational climate to higher education institutions and examine the drivers of students’ perceptions of the entrepreneurial climate in their university. Combining data from two unique datasets and using multilevel techniques, we analyze the relationship between university characteristics and such climate perceptions of 8009 students at public universities in Germany. We find university entrepreneurship measures to have a positive effect on students’ climate perceptions, which also depend on students’ background and gender. In addition, we find evidence for different peer effects, depending on students’ affinity for entrepreneurship. For the general student population, including entrepreneurship content in their normal studies seems to be required to initiate a social process of sensemaking. However, students’ perception of the entrepreneurial climate only depend to a certain degree on intentional entrepreneurship measures. In our study, general university characteristics have the strongest influence on climate perceptions. Overall, our study adds to our understanding of which parameters are important for establishing a more favorable and inspiring climate for becoming an entrepreneur at higher education institutions.  相似文献   
9.
陈小卉  胡平  周奕岑 《情报学报》2020,39(4):450-458
社会化问答社区的出现改变了原有的问答模式并拓展了知识获取的途径。回答者作为知识的主要贡献者,是促进问答社区内知识传递的核心要素。现有关于问答社区用户的研究普遍以用户的属性数据为依据,较少考虑使用个体连接所形成的关系数据进行分析。本文以中文问答社区"知乎"为研究对象,爬取了"流行音乐"和"英语学习"两个话题下的大规模数据,通过构建回答者关注关系网络,定义和量化直接连接和间接连接两类同伴关系,使用网络自回归模型探究同伴效应对知识贡献行为的影响。研究发现,回答者的知识贡献行为会受到直接和间接连接同伴效应的正向影响,但是间接连接同伴效应会随着回答者网络密度的增加而逐渐减弱甚至消失,聚类系数对回答者的知识贡献行为有负向影响。  相似文献   
10.
闵超  张帅  孙建军 《情报学报》2020,(3):259-273
科学知识借助引用关系发生动态扩散,客观记录科学发展与演化的轨迹。由于知识之间存在千丝万缕的联系,以孤立的观点看待科学知识的影响与价值往往得到的是片面的感观。本文从联系的视角观察科学知识产出,尝试通过被引、引用、文献耦合与共被引等文献关系为单篇论著构建引文扩散网络,探讨"文献嵌入网络"的概念、测度方式及其在引文扩散过程中起到的特殊作用。案例分析显示,科学知识的形成相伴于科学知识网络的发展,同时也受到这个网络的影响:科学知识向科学领域的扩散,遵循从核心领域向周边领域的扩散模式;施引文献可以揭示目标文献中没有显式呈现的信息;四种文献关系之间可能存在相当程度的重合,引文扩散过程显示出知识的"黏滞性"与非常明显的"小世界"特征。对科学产出的扩散网络进行量化有助于为全面评价其价值提供更多客观依据。  相似文献   
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