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61.
This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research. 相似文献
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With a relatively complex maze, reliable forgetting is clearly seen when the training-test interval is 25 days. This forgetting is evidenced by the longer time taken to run the maze and in an increase in the number of errors from the last training trial to the first test trial. In this case, forgetting is a lapse, not a loss, since performance attains the last training trial level at a subsequent test. Furthermore, a reminder which does not in itself contain sufficient information to facilitate performance of a naive animal, significantly improves maze performance of animals which have “forgotten,” even on the first retention test. With the use of additional control groups, it is shown that there must be a memory lapse before contextual cues can be demonstrated to be effective in facilitating memory retrieval. 相似文献
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Do Costs Differ Between For-Profit and Not-for-Profit Producers of Higher Education? 总被引:1,自引:0,他引:1
In theory, not-for-profit organizations will be characterized by higher production costs per unit of output than for-profit producers of otherwise-identical goods/services, since profit maximization implies cost minimization per unit of output; breaking even does not imply cost minimization and, indeed, may imply inflated costs. We explore the empirical validity of this hypothesis in the context of higher education. Using 1996 data, we estimate multiproduct cost functions for 1,450 public, 1,316 private, not-for-profit, and 176 private, for-profit institutions of higher education in the United States. We fail to find a statistically significant difference between for-profit and not-for-profit private providers, but do find a statistically significant difference between private, not-for-profit institutions and public institutions. 相似文献
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Robert M Bernard Som Naidu 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(1):48-60
This study was designed to assess the instructional potential of two learning strategies—post-questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post-questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance education. 相似文献
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In a series of four experiments, the effects of the reactivation of an old memory in different states of vigilance were investigated. Rats were trained to run in a six-unit spatial discrimination maze for food reward with low-level electrical stimulation delivered to the ear when they entered blind alleys. Twenty-five days after training, electrotactile stimulation was given to animals as a reactivating treatment just before a retention test. When the cuing treatment was given during wakefulness, retention performance was improved. When it was given in slow-wave sleep, it had no effect. When it was given in paradoxical sleep, performance was poorer. The use of control groups permitted an assessment of the specificity of the cuing effect in each case: Pretest presentation of the same stimulus did not modify performance when it had no cue value. Together, these results show that the effect of the reactivation of an old memory depends upon the vigilance state in which reactivation takes place. They suggest that reorganization of an old memory could be accomplished during paradoxical sleep. 相似文献
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Robert M. Bernard 《Instructional Science》1990,19(3):207-217
This study assessed two adjuncts to instructional text, structural cueing and graphic organizer processing instructions. Previous research has shown that cueing is a useful indicator of textual structure and that graphic organizers can be enhanced by providing learners with an indication of how they can be used. Results indicated the presence of a three-way interaction among reading ability groups, structural cueing and graphic organizer processing instructions. Analysis of this interaction revealed that high level readers were the only subjects who profited from processing instructions, and only in the presence of cueing. Middle level readers benefited from cueing in both conditions of processing instructions while low level readers were able to take advantage of cueing only in the absence of processing instructions. The results are interpreted in light of previous graphic organizer research. 相似文献
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