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31.
Fahd Kiran Miah Shah J. Ahmed Khandakar Venkatraman Sitalakshmi Miao Yuan 《Education and Information Technologies》2021,26(4):4027-4048
Education and Information Technologies - This paper proposes an integrated research framework that takes advantage of the similarities of design science research (DSR) and Design-based research... 相似文献
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Bruce Wainman Akanksha Aggarwal Sapriya K. Birk Jaskaran S. Gill Katrina S. Hass Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well. 相似文献
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White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity 总被引:1,自引:1,他引:0
Gill Crozier Diane Reay David James Fiona Jamieson Phoebe Beedell Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272
At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children. 相似文献
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This article presents the findings of a series of studies that examine the perceptions of black South African youth about township life and the civil conflict and violence it encompasses. The studies were conducted with comparable samples of 58–82 youth at 3 points in South Africa's history, all characterized by high levels of violence but differing in terms of their political contexts. These contexts were overt State-community conflict, covert opposition and political repression, and intracommunity violence. The data revealed that in all 3 contexts youth reported a high exposure to violence, but only when violence occurred in the context of intracommunity conflict was it subjectively construed to be the most problematic. Reasons for this may include the real increase in more extreme forms of violence, including deaths, that occurs in intracommunity violence and the blurring of the distinction between political and criminal violence in this context. 相似文献
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The legal and administrative systems for handling child abuse cases in England and The Netherlands are briefly described and it is argued that the two systems illustrate respectively the “legal” and “medical” models. The implications for this in practice are contrasted. In England the stress is on careful adherence to criteria for abuse, on procedures for placing children's names on child abuse registers, and removing them if they are no longer at risk, while in The Netherlands the stress is on family need with the abusive incident being regarded as no more than a signal that help is needed. This allows a much wider definition of abuse. In England sexual and emotional abuse are still relatively rarely used as grounds for intervention whereas in the Netherlands concepts such as “cognitive abuse” and “sexual neglect” are gaining currency. Other implications of the models such as differences in attitudes to confidentiality and public attitudes to authority and to seeking help are considered, as are the consequences for incidence figures. The handling of two cases with very similar circumstances are compared. Finally, it is argued that while each system might present the other with new ideas, the systems have to be seen in the social context of the two countries and neither system is likely to appear superior to professionals in the other country. 相似文献