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91.
Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school. 相似文献
92.
Richard A. Wright Cindy Sheridan Rolando V. Del Carmen 《Journal of Criminal Justice Education》2013,24(2):145-162
We examine the coverage of court cases in 23 introductory criminal justice textbooks published from 1986 to 1995. The 30 cases receiving the most coverage (in inches of print) in the textbooks are identified and ranked by the amount of attention each receives. Collectively these cases can be considered the “landmark” decisions in the textbooks. We then evaluate the criminal justice textbooks by how extensively they cover (1) court cases in general and (2) the landmark cases in particular. We conclude with some recommendations of textbooks for course adoption. 相似文献
93.
Michael S. Vaughn Rolando V. Del Carmen Martin Perfecto Ka Xiong Charand 《Journal of Criminal Justice Education》2013,24(1):61-192
This article provides an annotated list of 326 journals in criminal justice and criminology. After consulting the “notes for contributors” sections of each journal, the authors mailed a self-administered survey to all journal editors soliciting their input on their editorial policies. Journal websites were also consulted to construct the journals' mission, scope, and editorial focus. A total of 221 editors returned the survey for a return rate of 68%. The following entries present an annotation that summarizes the mission, philosophy, and editorial policies of each journal. Following the annotations, the chart documents contact information for the editors and editorial policies concerning submissions to each journal. 相似文献
94.
Fatima E. Terrazas-Arellanes Carolyn Knox Carmen Rivas 《Cultural Studies of Science Education》2013,8(4):953-971
This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81 % ELs), distributed across three different groups, resulted in a 21 % statistically significant points increase from pretest to posttest assessments of science content learning, t(52) = 11.07, p = .000. 相似文献
95.
La omnipresencia del texto expositivo en el ámbito escolar, tanto en el discurso del profesor como en el de los alumnos, constituye una razón importante para que pase a ser objeto de enseñanza y aprendizaje en la clase de lengua, no como información «sobre» la exposición ni como simple adiestramiento práctico, sino como trabajo de análisis y producción de textos. Ante las frecuentes quejas sobre la pobreza de vocabulario de los alumnos, la falta de orden en la expresión de sus ideas y, en general, sobre su poca destreza en la exposición oral y escrita, conviene señalar que estas habilidades que echamos de menos en nuestros alumnos se pueden enseñar y, si no se enseñan, no debe extrañarnos que no se aprendan. Las autoras de este trabajo pretenden llamar la atención sobre la importacia y las posibilidades del texto expositivo para la clase de lengua en la enseñanza secundaria. 相似文献
96.
Guadalupe Alba María Fernández-Cabezas Fernando Justicia M. Carmen Pichardo 《Cultura y Educación》2013,25(1):186-220
AbstractIn the context of a changing society, strategies are required to eradicate the phenomenon of antisocial behaviour. The Aprender a Convivir universal prevention programme tries to provide such a response. This study attempts to test the effectiveness of the programme through a quasi-experimental long-term study carried out over three years in some nursery schools. Of the students who participated in this study (N = 784), those from the experimental group showed significant increases in social competence compared to the control group, and behavioural problems decreased, albeit not in any significant way. To draw conclusions about the effectiveness of the programme, further improvements are proposed to the design of the study. 相似文献
97.
Carmen Gómez 《Cultura y Educación》2013,25(11-12):11-26
El 57 por ciento de los niños españoles no alcanzan los conocimientos matemáticos escolarmente exigidos y no parecen contar con una alfabetización matemática funcional mínima para desenvolverse en la matemizada vida cotidiana del futuro. Este artículo se propone una vía para alcanzar una enseñanza matemática funcionalmente válida tendiendo un puente entre los conocimientos matemáticos que el niño construye a través de las actividades de su vida extraescolar y el conocimiento matemático racional y descontextualizado que caracteriza las actividades de instrucción formal. 相似文献
98.
Mariano L. Bernardez Carmen Arias Vallarino Adam Krivatsy Roger Kaufman 《Performance Improvement Quarterly》2012,24(4):41-60
A project for the president and minister of tourism of Panama was designed to transform (not change or tinker with) the City of Colon. Colon is the second largest city in Panama and the eastern entrance to the Panama Canal, and it is a city in crisis, with high crime and a low standard of living for most citizens, which is teetering on the edge of community collapse. Applying the concepts and tools of Mega thinking and planning, and using the Bernardez two‐level business case, it has been shown how the entire city could be transformed with a positive return on investment in the first year. 相似文献
99.
100.