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31.
Dietrich Schubert 《Higher Education in Europe》1989,14(2):20-27
For, more than two decades, Artificial Intelligence developed in relative isolation from “traditional informatics”. Thus, a distinct reservoir of specifically theoretical underlying principles, methods and means were created for it. At present, a process of fusing and of integration between these two domains is under way. Linked to this process is a marked broadening and deepening of the scientific fundamentals and the efficiency potential of modern information technologies. Yet, the potential for increased efficiency is far from being exhausted, particularly with regard to application. Written from the point of view of a computer scientist, this article analyses the practical problems and the obstacles which have appeared during the process of transition to the level of knowledge processing. The procedures which have been devised in order to overcome the problems in question are aimed not only at increasing the quality of knowledge representation and knowledge administration but also at introducing artificial intelligence into traditional application areas. The consistent pursuit of these aims will lead to the integration of artificial intelligence and informatics, so as to produce a homogeneous, scientific discipline. Integration of this sort, however, cannot be accomplished by the simple addition of new components or by placing the two domains side by side. Rather, informatics as a discipline must be restructured and the contents of its separate domains unified. The integration process has been particularly noticeable in the domain of data bank technology, especially with regard to knowledge representation and knowledge bank administration. This process has led to a qualitatively more advanced development stage as compared t o traditional data bank technology and knowledge administration. It is reflected in higher education in the transition from the traditional qualifications of knowledge engineers to those of data bank and knowledge processing engineers. 相似文献
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OPINION FORMATION IN MEDIATED CONFLICTS AND CRISES: A THEORY OF COGNITIVE-AFFECTIVE MEDIA EFFECTS 总被引:1,自引:0,他引:1
Kepplinger Hans Mathias; Brosius Hans-Bernd; Staab Joachim Friedrich 《Int. Journal of Public Opinion Research》1991,3(2):132-156
This paper analyzes opinion formation in the cases of threemediated conflicts using a complex model that evaluates therespondents' value systems, the coverage of the mass media used,the recipients' familiarity with specific events occurring inthe conflicts, and their positions on the issues. The modelpredicts that the recipients' long-term value systems influencetheir positions on the issue in two ways. Firstly, value systemshave a direct impact on the short-term positions on an issue.Secondly, value systems have an indirect impact on the positionsof issues by influencing the recipients' selection of news mediaand thus the type and amount of news information they are exposedto. The type and amount of news influences how knowledgeablethey are of the events related to the conflicts. The familiaritywith these events influences their positions on the issues.Value systems, media usage, familiarity and positions on theissues were measured in a survey. A parallel content analysisexamined the coverage of the conflicts in the German mass media(press, radio, television) during the six-month time frame priorto the survey. Both data sets were merged in order to give anestimate of the information each recipient was exposed to. Theresults of multiple regression analyses support the theoreticalmodel. Furthermore, this paper discusses the relevance of themodel for the analysis of opinion formation as well as the limitationsof the model. 相似文献
34.
Anat Pessate‐Schubert 《比较教育学》2005,41(3):247-266
The aim of this article is to contribute to the discussion on education in Palestinian/Bedouin society in the Negev in Israel and it proposes the narrative of female trainee teachers as the basis of an analysis of the changing status of Bedouin women and their community. The academic discourse on teaching in Bedouin society ignores the potential existence of an alternative discussion outside the dichotomous area of ‘traditional and modern’ and/or ‘Jewish and Bedouin’. Bedouin society in the Negev constitutes a particularly interesting case for a meaningful study of the perception of teaching, chiefly because education has already become a significant practice in the life of a community that seeks integration into Israeli society. The teaching profession gives Bedouin women from the Negev a relatively new opportunity to integrate into education and employment and by so doing they reconstruct a new educational discourse.
Il’il: When we were little, we used to laugh about me—hmm—a teacher. Me with pupils, and I’d teach them, like the teacher who used to teach us, with a little board, and I write for them and they are my pupils, as it were, and I give them tests and all sorts. And I love the profession very, very much because I love the pupils… Nura: I loved learning but this isn’t the profession that I want to study—to be a teacher … You can help someone in this profession. I see myself going in that direction … First of all, you have to give, to impart something to the children in front of you, who have come to learn. You have to give to these children, to be conscientious. You don’t just come. You haven’t chosen the profession because you wanted to, but you have to cope with it. 相似文献
35.
Science students' approaches to learning 总被引:1,自引:1,他引:1
Haydn S. Mathias 《Higher Education》1980,9(1):39-51
A small group of science students were closely followed through their under-graduate course. The problems and issues which arose as they came to terms with university are described. The notions of course-focussed and interest-focussed behaviour are introduced as ways of characterising the degree of independence the student demonstrated in relation to his learning objectives. These notions are discussed and further employed to indicate various attitudes and approaches to study which students adaptively developed in relation to their university work.Formerly of the Centre for Educational Technology, University of Sussex. 相似文献
36.
Beverley Mathias 《Children‘s Literature in Education》1988,19(4):222-229
Beverley Mathias is one of the trustees of the Sidney Robbins Trust, set up in memory of the founder ofChildren's Literature in Education. Since 1985 she has been Director of The National Library for the Handicapped Child in the U.K. The Editors invited her to describe the work of this important institution in the field of learning to read.Beverley Mathias worked as a librarian in Australia, where she was also associated with Court and Joyce Oldmeadow, winners of the Eleanor Farjeon Award, specialising in children's books. From 1979 to 1985, Ms. Mathias was Children's Books Officer for the National Book League (now the Book Trust) in London. She has published two poetry compilations for children and a new series of books for deaf and hearing children. 相似文献
37.
Mathias Brian Andrä Christian Schwager Anika Macedonia Manuela von Kriegstein Katharina 《Educational Psychology Review》2022,34(3):1739-1770
Educational Psychology Review - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures... 相似文献
38.
In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist. 相似文献
39.
This article describes three models which give insight into the factors that promote or inhibit change in institutions of higher education: a structural model; a social model; and a personal model. Although each offers a distinctive perspective, a number of recurrent themes are identified where the models support and complement one another. The usefulness of the three models in practice is illustrated by analysing how they might help in a possible innovation - the rapid expansion of Continuing Education in a traditional university.This is a revised and extended version of a paper presented at the Sixth International Conference on Higher Education, University of Lancaster, August 28–31, 1984. 相似文献
40.