首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   434篇
  免费   5篇
教育   319篇
科学研究   13篇
各国文化   1篇
体育   55篇
文化理论   1篇
信息传播   50篇
  2021年   3篇
  2020年   13篇
  2019年   15篇
  2018年   15篇
  2017年   8篇
  2016年   23篇
  2015年   18篇
  2014年   12篇
  2013年   99篇
  2012年   6篇
  2011年   13篇
  2010年   11篇
  2009年   9篇
  2008年   6篇
  2007年   7篇
  2006年   10篇
  2005年   4篇
  2004年   7篇
  2003年   10篇
  2002年   8篇
  2001年   6篇
  2000年   6篇
  1999年   8篇
  1998年   7篇
  1997年   3篇
  1996年   7篇
  1995年   7篇
  1994年   4篇
  1993年   3篇
  1992年   5篇
  1991年   5篇
  1990年   4篇
  1988年   4篇
  1987年   6篇
  1986年   6篇
  1985年   6篇
  1984年   2篇
  1983年   5篇
  1982年   7篇
  1981年   2篇
  1980年   3篇
  1979年   9篇
  1978年   4篇
  1977年   2篇
  1976年   5篇
  1975年   2篇
  1972年   2篇
  1966年   2篇
  1963年   2篇
  1890年   1篇
排序方式: 共有439条查询结果,搜索用时 15 毫秒
51.
This study investigated the concerns experienced by students from two Australian tertiary institutions. Randomly‐selected samples of 342 Ballarat College of Advanced Education students and 208 Gold Coast College of Advanced Education students reported the extent to which each of 42 factors had caused them concern since being at college. Consistent with the research findings of Sarros and Densten (1989) and others, respondents were more concerned over academic and course‐related matters than over a range of personal, interpersonal and practical factors. Levels and‐patterns of concern were found to vary between sub‐groups of the student samples. Follow‐up surveys of the academic staff in each of the two institutions suggested that academics are biased in their perceptions of student concerns. Discussion focuses upon the generalizability and practical significance of the findings.  相似文献   
52.
53.
This study evaluated 3 groups of mentally retarded children on a visual discrimination reading readiness task. Ss included 75 mentally retarded persons residing at the Columbus State Institute divided into 5 MA groups ranging from 3 years to 8 years. Three different groups of 25 Ss were matched on CA, MA, and IQ and two of these were paired on perceptual functioning on the basis of Gellner classifications. The third group included 25 Ss diagnosed as having genetic mechanisms. The task consisted of 100 cards of three coloured pictures with two of them being associated. Results showed the minimally handicapped visual group performed higher than the other two groups. MA was highly related to success especially for the highest MA group. Implications of these data are discussed.  相似文献   
54.
55.
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.  相似文献   
56.
57.
58.
One of the major obstacles to empiricalinvestigations of quality in organizations is thedifficulty in defining precisely what quality is. Onedefining framework that is widely accepted in for-profitorganizations is the Malcolm Baldrige National Quality Award(MBNQA) framework. This study examines the validity ofthe proposed relationships among the MBNQA dimensionsusing data from higher education. The empirical results help identify a modified model that hasimplications for managing quality improvementinitiatives.  相似文献   
59.
The "feel better" effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported affective responses during the recovery period following rest, low, moderate, and high intensities of treadmill running, each lasting 30 min. Frontal EEG asymmetry and self-reported vigor scores following exercise at all three intensities were significantly elevated compared to those observed following rest. The results suggest that steady-state aerobic exercise bouts executed at varying intensities induce a similar affective response during the recovery period when assessed at both the behavioral and psychophysiological levels.  相似文献   
60.
In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real‐world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education—which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students’ learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号