全文获取类型
收费全文 | 358篇 |
免费 | 4篇 |
专业分类
教育 | 304篇 |
科学研究 | 3篇 |
各国文化 | 2篇 |
体育 | 8篇 |
信息传播 | 45篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 10篇 |
2018年 | 12篇 |
2017年 | 24篇 |
2016年 | 14篇 |
2015年 | 10篇 |
2014年 | 10篇 |
2013年 | 90篇 |
2012年 | 8篇 |
2011年 | 14篇 |
2010年 | 8篇 |
2009年 | 10篇 |
2008年 | 9篇 |
2007年 | 13篇 |
2006年 | 8篇 |
2005年 | 5篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 1篇 |
1997年 | 8篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 1篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1980年 | 3篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有362条查询结果,搜索用时 3 毫秒
361.
362.
Brenda Bannan‐Ritland 《Performance Improvement Quarterly》2001,14(2):37-52
Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. 相似文献