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831.
832.
Stefano Cacciamani Daniela Villani Andrea Bonanomi Claudia Carissoli Maria Giulia Olivari Laura Morganti 《Journal of Research on Technology in Education》2018,50(2):120-133
To maximize the advantages of the tablet personal computer (TPC) at school, this technology needs to be accepted by students as new tool for learning. With reference to the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology, the aims of this study were (a) to analyze factors influencing high school students' acceptance of TPCs and (b) to detect any difference in this influence considering the frequency of TPC use, students' gender, and school grade. Two hundred and ninety-six students from six high schools in the Milan area participated in the study. Data were collected using an online survey. The results showed that empowerment in learning, perceived usefulness, and support conditions affect learning use, and empowerment in learning and affect influence communicative use of TPCs. The implications of these results are discussed. (Keywords: tablets, acceptance, digital technologies, high school, path analysis) 相似文献
833.
Davide Ferioli Ermanno Rampinini Andrea Bosio Antonio La Torre Matteo Azzolini Aaron J. Coutts 《Journal of sports sciences》2018,36(22):2567-2574
This study examined the physical differences in adult male basketball players of different competitive level and playing position using a large cohort. In the middle of the regular season, 129 players from four different Divisions completed a Yo-YoIR1 and, after 3-to-8 days, they performed a 6-min continuous running test (Mognoni’s test), a counter-movement jump (CMJ) test and a 5-min High-intensity Intermittent running test (HIT). Magnitude-based inferences revealed that differences in HIT were very likely moderate between Division I and II and likely small between Division II and III. The differences in absolute peak power and force produced during CMJs between Division I and II and between Division II and III were possibly small. Differences in Yo-YoIR1 and Mognoni’s test were very likely-to-almost certain moderate/large between Division III and VI. We observed possibly-to-likely small differences in HIT and Mognoni’s test between guards and forwards and almost certainly moderate differences in absolute peak power and force during CMJs between guards and centres. The ability to sustain high-intensity intermittent efforts (i.e. HIT) and strength/power characteristics can differentiate between competitive level, while strength/power characteristics discriminate guards from forwards/centres. These findings inform practitioners on the development of identification programs and training activities in basketball. 相似文献
834.
Michele?GrimaldiEmail author Vincenzo?Corvello Andrea?De Mauro Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100
Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs. 相似文献
835.
Laura Benton Nelly Joye Emma Sumner Andrea Gauthier Seray Ibrahim Asimina Vasalou 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1314-1331
Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty-six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay.
Practitioner notes
What is already known about this topic- Instructional supports, such as elaborative feedback, are a key feature of learning games.
- To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge.
- Prior knowledge is an important moderator to consider in the context of elaborative feedback.
- Providing additional instruction (eg, pre-training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre-training within their gameplay.
- Highlights the importance of children's preferred learning strategies within the design of pre-training and feedback to ensure children are able to use the instructional support provided within the game.
- Possible implications for pre-training and feedback design within literacy games, as well as highlighting areas for further research.
- Pre-training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback.
- Pre-training should be combined with different types of in-game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic).
- Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.