全文获取类型
收费全文 | 340篇 |
免费 | 5篇 |
专业分类
教育 | 258篇 |
科学研究 | 36篇 |
各国文化 | 4篇 |
体育 | 15篇 |
信息传播 | 32篇 |
出版年
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 14篇 |
2016年 | 12篇 |
2015年 | 10篇 |
2014年 | 11篇 |
2013年 | 74篇 |
2012年 | 13篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1993年 | 4篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 9篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1946年 | 4篇 |
1945年 | 2篇 |
1944年 | 3篇 |
1942年 | 4篇 |
1941年 | 2篇 |
1940年 | 3篇 |
1938年 | 5篇 |
1936年 | 2篇 |
排序方式: 共有345条查询结果,搜索用时 268 毫秒
1.
This article summarizes the effects of the increasing global trend towards measuring research quality and effectiveness through, in particular, publication‐based metrics, and its effects on scholarly communication. Such metrics are increasingly influencing the behaviour patterns of administrators, publishers, librarians, and researchers. Impact and citation measures, which often rely solely on Thomson Scientific data, are examined in the context of university league tables and research assessment exercises. The need to establish alternate metrics, particularly for the social sciences and humanities, is emphasized, as is an holistic approach to scholarly communication agenda. 相似文献
2.
Georga J. Longhurst Danya M. Stone Kate Dulohery Deirdre Scully Thomas Campbell Claire F. Smith 《Anatomical sciences education》2020,13(3):301-311
The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy. 相似文献
3.
Brittany Star Overstreet Scott E. Crouter George A. Butler Cary M. Springer David R. Bassett 《Measurement in physical education and exercise science》2016,20(3):140-145
The purpose of this article was to examine the validity of self-reported pedometer steps/day. Forty-seven participants were provided a New Lifestyles NL-2000 (NL-2000; Lees Summit, MO, USA) pedometer and a physical activity (PA) diary for 3 weeks, but not informed of the data-storing capabilities. For weeks 2 and 3, each participant was given a step goal of 3,000 steps/day above week 1 average. A 2 × 3 repeated measures analysis of variance (ANOVA) was used to examine differences between reported steps/day. Bland–Altman plots assessed the mean bias and limits of agreement between reporting methods. Mean self-reported and NL-2000 steps/day were 9,264 ± 3,555 and 8,971 ± 3,590 steps/day (n = 26, p > .05). Mean biases were 216 ± 1,753 (week 1), –506 ± 1,355 (week 2), and –590 ± 1,360 (week 3) steps/day. Negative mean bias values indicate higher self-reported steps/day. Mean steps/day were similar between recording methods, but large differences were observed among individuals, suggesting self-reported steps/day may be valid for PA research at the population level, but not the individual level. 相似文献
4.
J. Thomas Butler 《TechTrends》1988,33(4):20-23
Summary Active participation is the foundation of learning through the media of games and simulations. The actual doing by the students
is the important element. Games and simulations, if properly designed and applied, can meet a variety of classroom objectives.
A vast array of educational games and simulations has been designed and many are available commercially. However, a skilled
and innovative instructor can apply certain guidelines to custom design activities for the individual classroom. Involving
students in the design and modification of games and simulations is recommended. 相似文献
5.
Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献
6.
A great deal of measurement research is currently being utilized to improve instruction at the elementary and secondary levels, but many opportunities for improving utilization are still untapped. The author proposes specific approaches to increased collaboration between researchers and practitioners to meet the burgeoning research needs of the nations' schools and to assist in data-based decision-making efforts. Society's increasing demands for accurate, usable data have contributed to the urgent current need for viable, appropriate research. This need can be met only by reseachers and practitioners working together to provide answers to critical educational questions. 相似文献
7.
Roy Butler 《牛津教育评论》2013,39(3):265-278
Abstract The claim that students should determine their own curricula is examined. If granted, primacy would be given to the autonomy and self‐ascribed interests of the students. The case for student autonomy is discussed in the context of the theory of philosophical anarchism. The anarchist dichotomy of autonomy and authority is criticised. A brief examination of Kant's account of autonomy leads to a rejection of the strong individualism that characterises that dichotomy. It is argued that the curriculum should be the outcome of the shared autonomy of students and teachers; such would serve the interests of students by maximising the autonomy of all. The curriculum would meet the interests of all students, but would not, indeed could not, represent the self‐ascribed interests of each individual. 相似文献
8.
9.
10.