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81.
82.
Brenda Hannon 《Learning and Instruction》2012,22(5):299-310
Definitions of related concepts (e.g., genotype–phenotype) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts (morpheme-fluid intelligence), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts. 相似文献
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84.
Brenda Spotton Visano Imo Ek-Udofia 《International Journal of Inclusive Education》2017,21(7):763-774
In the absence of critical inquiry, traditional financial literacy education risks socialising economically marginalised groups into an acceptance of the very power structures that created their marginalisation in the first place. The instructor-facilitator seeking to confront the challenge of promoting critical thinking about a subject widely accepted to be factual and esoteric faces considerable obstacles. Adoption of inclusive pedagogies in the design and delivery of financial literacy workshops offers a means of challenging positivist notions of ‘authentic knowledge’ in finance. This paper brings the socially constructed nature of finance to the forefront and offers reflections on our experience with a series of student-led workshops intended to advance financial literacy and a critical financial consciousness in economically marginalised youth, some of whom have been marginalised by the formal education system as well. 相似文献
85.
Marbach-Ad G McAdams KC Benson S Briken V Cathcart L Chase M El-Sayed NM Frauwirth K Fredericksen B Joseph SW Lee V McIver KS Mosser D Quimby BB Shields P Song W Stein DC Stewart R Thompson KV Smith AC 《CBE life sciences education》2010,9(4):408-416
This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development. 相似文献
86.
Pathways to mathematics: longitudinal predictors of performance 总被引:1,自引:0,他引:1
LeFevre JA Fast L Skwarchuk SL Smith-Chant BL Bisanz J Kamawar D Penner-Wilger M 《Child development》2010,81(6):1753-1767
A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence. 相似文献
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Many teachers are concerned about the problems of identifying and assessing dyslexia in their own schools, but lack time during the school day to assess the accuracy of new tests. In the last ten years dyslexia has moved from being a hidden disability to one that is acknowledged in academic, intellectual and professional fields, through advances in genetics and psychological research. Non-recognition can lead to severe problems for a pupil in school and in later life, as well as for teachers, in particular, attempting to devise learning programmes and for schools, in general, facing litigation for not addressing a particular child's specific needs. 相似文献
89.
Elizabeth Dorrance Hall John O. Greene Lindsey B. Anderson LaReina Hingson Elizabeth Gill Brenda L. Berkelaar 《Communication Studies》2017,68(5):493-510
“Creative facility” refers to the ease, rapidity, or fluency with which people are able to formulate and produce novel, appropriate messages. Previous research indicates that people differ in this regard and that the phenomenon is linked to various personality and cognitive-style variables. This study aims to investigate whether aspects of family structure (i.e., birth order) and family processes (i.e., family communication patterns) are related to creative facility. Results indicated a significant interaction between birth order and family conversation orientation such that, for first-borns, higher levels of conversation orientation were associated with slower message production. No effects were observed for family conformity orientation. Among the implications of the findings is the need to assess birth order in studies of family communication patterns. 相似文献
90.
The McCarthy Scales of Children's Abilities (MSCA) was used to evaluate the performance of preschool children with speech/language disorders. Preschoolers were screened first for normal intelligence using the Performance scale of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Preschoolers with speechllanguage disorders had significantly lower scores on all scales of the MSCA (Verbal, Perceptual/Performance, Quantitative, and Memory), except the Motor scale. They also had an average 20-point lower GCI than the control children. An analysis of the scores of the speechllanguage group on subtests revealed difficulty in short- term auditory memory skills but not in short-term visual memory skills. Deficits in categorical thinking skills and verbal expression skills were also evident. Characteriza- tion of learning disabilities in preschoolers with speechllanguage disorders is discussed. 相似文献