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11.
Alberto Felisberto Cupane 《Cultural Studies of Science Education》2011,6(2):435-440
I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three
different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method
used is auto|ethnographic inquiry in which I use the events in my life to question what is happening in my society. I have
used Maria Rivera Maulucci’s paper, Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher as a reference. This paper helps me to show how isolated and generalized is the Mozambican situation and the value of our
struggle in giving value to local languages. 相似文献
12.
Jean-Luc Gurtner Alberto Cattaneo Elisa Motta Laetitia Mauroux 《Vocations and Learning》2011,4(2):113-131
In the ‘dual’ system of vocational training, working in company represents the major part of training. At the workplace, apprentices
are expected to acquire the typical skills of their profession but, at the same time, to contribute to the production of the
company. For this reason apprentices are expected to carry out activities on their own from early on in their training and
to ask for help only when they need it. Learning to ask questions and to seek help appropriately is, therefore, an important
competence for learners to acquire during vocational training, just as it is important for the company to offer the learner
every opportunity to ask for help when needed. In this study, we used mobile phones to follow at a distance 19 apprentices
in car mechanics at the workplace. We then analyzed a corpus of approximately 77 hours of work, in search of all questions
and requests they addressed during this time. Data show that requests for information are twice as frequent as requests for
assistance (i.e. intervention or physical help) and that all together, requests are introduced more often by more advanced
apprentices than by those in the early stages of their training. These findings are linked with the facts that: a) bringing
apprentices to be autonomous early in their work is a deciding factor of the philosophy of work in many of the enterprises
training apprentices, b) more advanced apprentices are given more complex tasks to work on, c) more advanced apprentices work
more is often undertaken in collaboration with an expert car mechanics and d) questions and requests for help are more likely
to be addressed when working collaboratively than when working alone. These findings are interpreted as evidences of a natural
regulation which takes place at the workplace between the learner’s engagement and the workplace affordances. 相似文献
13.
14.
Jimenez-Liso M. Rut Bellocchi Alberto Martinez-Chico Maria Lopez-Gay Rafael 《Research in Science Education》2022,52(4):1313-1334
Research in Science Education - In this study we address the need to promote student engagement with school science and the need to measure a more comprehensive conception of engagement considering... 相似文献
15.
The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education. 相似文献
16.
AbstractThe aim of this study was to examine the effects of changes in maximal aerobic (MAS) and sprinting (MSS) speeds and the anaerobic reserve (ASR) on repeated-sprint performance. Two hundred and seventy highly-trained soccer players (14.5 ± 1.6 year) completed three times per season (over 5 years) a maximal incremental running test to approach MAS, a 40-m sprint with 10-m splits to assess MSS and a repeated-sprint test (10 × 30-m sprints), where best (RSb) and mean (RSm) sprint times, and percentage of speed decrement (%Dec) were calculated. ASR was calculated as MSS-MAS. While ?RSb were related to ?MSS and ?body mass (r2 = 0.42, 90%CL[0.34;0.49] for the overall multiple regression, n = 334), ?RSm was also correlated with ?MAS and ?sum of 7 skinfolds (r2 = 0.43 [0.35;0.50], n = 334). There was a small and positive association between ?%Dec and ?MAS (r2 = 0.02 [?0.07;0.11], n = 334). Substantial ?MSS and ?MAS had a predictive value of 70 and 55% for ?RSm, respectively. Finally, ?ASR per se was not predictive of ?RSm (Cohen’s = +0.8 to ?0.3 with increased ASR), but the greater magnitude of ?RSm improvement was observed when MSS, MAS and ASR increased together (0.8 vs. +0.4 with ASR increased vs. not, additionally to MSS and MAS). Low-cost field tests aimed at assessing maximal sprinting and aerobic speeds can be used to monitor ?RS performance. 相似文献
17.
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) at a large public university on the U.S.-Mexico border to show how educators can create educational spaces that encourage bilingual students to use their full communicative repertoires in developing engineering discourses and identities. In so doing, we highlight the relationship between bilingualism and disciplinary literacy development; describe how hybrid language practices such as translanguaging can contribute to engineering learning; and highlight the role of identities in disciplinary discourses. The practices illustrated in this article have implications not only for college instructors, but also for teachers at the secondary level. 相似文献
18.
João Alberto Arantes do Amaral Cristina Toshie Motohashi Matsusaki 《Educational Action Research》2017,25(2):280-299
In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1800 students from two universities and 40 community partners. The students developed real-life projects on behalf of institutions and non-governmental organizations located in the area that help people in need; we refer to these agencies as ‘community partners.’ We analyze the development of the course from a systemic perspective, making use of causal loop diagrams in order to understand the main driving dynamics. We discuss the results achieved by these projects and the benefits brought to the community partners. We also present testimony from the community partners themselves. We conclude by presenting the lessons we learned over the years we have been running this course. 相似文献
19.
Michael J. Kurtz Guenther Eichhorn Alberto Accomazzi Carolyn Grant Markus Demleitner Edwin Henneken Stephen S. Murray 《Information processing & management》2005,41(6):1395-1402
It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect. 相似文献
20.
Carlos Alberto Torres 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):39-55
This article begins with a discussion of the implications of CONFINTEA VI having been organised in Brazil ?C the author uses the term ??Brazilian effect?? ?C and the role of social movements challenging neoliberalism. Next, drawing from the experience of Latin America, this paper analyses the counter-hegemonic practice of the new social movements. The concluding section highlights the dilemmas faced by UNESCO in trying to create a democratic and efficient process of policy-making and institutional service in adult education in the nation-states. Furthermore, the proposal of popular education portrayed by the new social movements is described as a tool for empowerment. CONFINTEA VI??s recommendation of moving from rhetoric to action in adult education programmes, practices and policies demands that we take the agendas of the new social movements in the post-neoliberalism era seriously. 相似文献