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931.
We studied the use of computer readers, and especially their speech synthesis component, as a compensatory tool for adults
with dyslexia. We first explored the enhancement of reading skills in a group of college students and working adults. Their
unaided reading was very slow, and most participants in the study could sustain reading for only short periods. Although their
timed comprehension was poor, their untimed comprehension was above average. The computer reader enhanced the reading rate
and comprehension of most participants and enabled them to sustain reading longer. The difference between aided and unaided
reading rate was inversely proportional to the unaided rate. Slower readers experienced greater enhancement than faster ones.
The enhancement of comprehension was also inversely proportional to unaided scores, and good predictions of the enhancement
were obtained from multiple regression models that included scores from specific standard tests of auditory and visual cognitive
abilities. We also explored the use of computer readers in the workplace and show through case studies that their use can
have important positive effects on individual careers and self-confidence when specific conditions exist. Finally, we investigated
the use of computer readers to supplement an adult remediation program. The readers allowed and motivated the students to
read more and, as a result, to progress more rapidly.
Support for this study was provided by Xerox, the Luke B. Hancock Foundation, and the Charles and Helen Schwab Foundation. 相似文献
932.
This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed. 相似文献
933.
Carol Landis PhD Candidate Tony Murphy PhD Candidate Teresa Schretter PhD Candidate David L. Haury 《Journal of Science Education and Technology》1995,4(3):181-190
As is true of all segments of society, science educators' use of the Internet has been increasing. Yet little research is available on the current use of this medium by science educators. This study was conducted with two surveys on two populations. The first, a telephone survey concerning use of the Internet, was administered to a known group of science educators. The second instrument, a revision of the first survey, was administered through the Internet to an unknown population of science educators. Results from the Internet survey showed that time online could be categorized into use of e-mail, bulletin boards, gopher sites, or other uses. In addition, most of the respondents accessed a fee network, rather than a commercial, or fee-paid network. Readers are cautioned that response to the survey was limited, therefore this study does not represent a general statement of science educators' use of the Internet. This study, while it has some limitations, is important in the exploration of Internet use by science educators. 相似文献
934.
Karen Vines Chris Hughes Laura Alexander Carol Calvert Chetz Colwell Hilary Holmes 《Open Learning》2019,34(1):19-39
ABSTRACTSonification is the use of non-speech audio to convey information. In this article, sonifications are representations of plots aimed at improving the accessibility of teaching materials. The electronic nature of sonifications means that they can be deployed to students via teaching interfaces such as virtual learning environments. We describe a two-phase study that explores sonifications of plots as a teaching tool in the context of distance learning in STEM. The overall objective of these two phases was to begin to assess the suitability of audio versions of graphs as a teaching tool for non-sighted and sighted students. In the first phase the effectiveness of sonifications within a small group of participants who took part in activities like those encountered in a distance learning setting was explored. We found that even though sonifications were new to them, participants were able to use them to gain impressions of the corresponding plots. The second phase deployed sonifications to all students on an Open University (OU) module. Although many of the students who chose to respond did so negatively, some found the sonifications an interesting augmentation of the plot. Overall, we demonstrate that for a subset of students, information in a plot can be communicated using sonifications. 相似文献
935.
Carol Scarff Seatter 《Interchange》2003,34(1):63-87
This paper attempts to provide some productive starting points for discussion in the context of science teaching. Embedded in the current practice of methodologies such as messing about, hands-on, minds-on activities, science-technology-society related approaches, and inquiry-based learning, is often a sense of confusion and frustration. Such current methodologies in elementary science teaching are founded on constructivist learning theory. This paper attempts to pinpoint possible ways in which this child-centered, interactive learning theory can lead to confusion for students and teachers alike. It attempts to distinguish the necessary criteria for successful science teaching from much of today's practice in the elementary school science class. It does not attempt to draw conclusions on the reasons behind some of the practices. 相似文献
936.
Olin E. Myers Jr Carol D. Saunders Erik Garrett 《Environmental Education Research》2004,10(4):545-562
Understanding how children think about the needs of animals may aid bridging from how they care about individual animals to caring about the environment more generally. This study explored changes with age in children's conceptions of animals' needs, including how such conceptions may extend beyond the individual animal to larger systems and conservation. During attendance at a North American zoo, 171 children between the ages of 4 and 14 years were interviewed and did drawings in response to questions about the needs of a favorite animal. The results reported here focus on developmental patterns. Animals' basic physiological needs were grasped at an early age. Understanding ecological and conservation needs showed the strongest developmental trends across the full age range, with some children showing early proficiency in ecological, but not conservation, concepts. Conservation and ecological thinking appeared to follow different trajectories, especially through middle childhood, when other dimensions than knowledge may cause increases in conservation conceptions. Educational implications include building on interest in individual animals; not underestimating even young children's ability to assemble ecological facts around an animal; emphasizing concrete ecological connections; and highlighting animals that children experience in their own lives. Considering the needs of animals offers a developmentally pre‐potent way to increase how children know and value multiple levels of biological organization. 相似文献
937.
Carol Evans 《教育心理学》2004,24(4):509-530
To a great extent the nature of the relationship between the cognitive style of a student teacher and their predominant teaching style in the classroom has been ignored by educational research. This study used an opportunist sample of 84 trainee teachers studying for one year full time for a Post Graduate Certificate in Education, in a range of subject specialist areas, based at a single English university. Students' cognitive styles were assessed, and those with more extreme cognitive style scores were selected to participate in semi‐structured interviews. A subject specialist mentor had been assigned to each student; 77% (n=59) completed a questionnaire on their perceptions of the teaching style of their PGCE student. Statistically significant differences in approaches to learning and teaching were identified between the four cognitive styles. Gender differences were also noted with analytic‐verbaliser females adopting the most analytical style in the classroom and wholist‐imager males the most wholist style. Qualitative analysis identified differences in approach to teaching between the students with more extreme cognitive styles. Wholists were more sensitive than analytic students to situational factors such as the culture of the school, support from the mentor, and in their ability to accept criticism. Further research is recommended to verify such findings. In this respect, a longitudinal study focusing on changes in cognitive style and approach in the classroom could be fruitful. Consequently, universities need to adopt varied teaching and assessment tools varied in order to accommodate the continuum of cognitive styles. 相似文献
938.
Carol Kleemeier Ph.D. Carol Webb Ph.D. Ann Hazzard Ph.D. Judith Pohl M.A. 《Child abuse & neglect》1988,12(4)
Teachers are potentially helpful resource persons for large numbers of sexually abused children who may have difficulty disclosing abuse, particularly to family members. In the present study, the effectiveness of a 6-hour teacher training workshop on child sexual abuse prevention was evaluated. Responses of 26 female elementary teachers who participated in the workshop were compared to responses of 19 control teachers on several pre-, post-, and follow-up measures. Relative to controls, trained teachers demonstrated significant increases from pre- to post-testing in knowledge about child sexual abuse and pro-prevention opinions. On a post-only vignettes measure, trained teachers were better able than control teachers to identify behavioral indicators of abuse and suggest appropriate interventions for hypothetical sexually abused children. Over a 6-week follow-up period, trained teachers read more about child abuse than control teachers but did not differ on other behavioral dimensions such as reporting suspected abuse cases. Further research will examine the effects of additional teacher training over an extended follow-up period. 相似文献
939.
The authors review some uses of myths and stories in counselor education and supervision. They note that collaborative supervision is especially relevant to the exploration of alternative views of supervisee growth that may be mirrored in myths and stories and in their multiple interpretations. The interpretation of the Greek myth of Psyche is examined as a possible vehicle for enhancing counselor growth in supervision. 相似文献
940.
There has been continued debate regarding educational policies and practices regarding the lifelong learning social order
with significant focus upon the preparation of educators of children and youth for this global lifelong learning society.
However, there has been limited discussion and research regarding the professional preparation of lifelong learning adult
educators. This article investigates the current status of graduate professional programs to prepare lifelong learning adult
educators (individuals who are prepared and credentialed through a professional graduate master's degree in adult education
and human resource development). Because of differing international policies and structures of graduate education, this discussion
will present a comparative examination of current structures and characteristics of master's degree programs at two institutional
sites located in Denmark and the USA. Current objectives, characteristics, and understandings of graduate professional preparation
programs will be delineated between these two case studies. Contextual issues and influences in the preparation of lifelong
learning adult educators will be discussed, with comparative discussions of cultural norms and policies regarding graduate
professional preparation, innovative programmatic and instructional efforts, engagement of theory and best practices in lifelong
learning, and comparative cultural differences between program students and faculty. 相似文献