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121.
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The University of the South Pacific is owned by 12 nations in the South Pacific Ocean. The institution provides higher education through its 14 campuses, with at least 1 campus per member country. To be able to overcome the geographical divide and isolation, while ensuring high-quality learning and teaching, the university utilizes Internet, satellite, and mobile devices and other Information and Communications Technology (ICT) tools and technologies to provide virtual classroom experience. This article outlines the approaches adopted in offering a first-year chemistry course, in parallel, through face-to-face and distance modes. The novel attributes of bridging the geographical divide are presented. The article concludes with a discussion of new innovations that will further bring the classroom to the student irrespective of where the student is in the world. 相似文献
123.
The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of “civilian,” “terrorist,” and (un)grievability, which narrowed the possible trajectories for students’ disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students’ identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences. 相似文献
124.
Aarzoo Juneja Shridhar Dwivedi D. K. Srivastava Kailash Chandra 《Indian journal of clinical biochemistry : IJCB》2017,32(1):99-102
Insulin resistance is a condition in which cells fail to respond to the normal actions of insulin. Dietary fat, obesity and smoking have been attributed to increase insulin resistance. However, the prevalence of insulin resistance in young obese subjects and its relation to smoking is not well established. This study comprising seventy-five healthy young adults was undertaken to find insulin resistance in obese smokers and non smokers both. Present study showed an overall prevalence of raised homeostatic model assessment of insulin resistance in 14.7 % otherwise healthy young subjects (20–30 years age group). Non-smokers did not show any significant correlation between insulin resistance and body mass index at either stage (normal, pre-obese as well as obese). Smokers also did not show any significant difference of insulin resistance in normal and pre-obese stages. However, marked increase in homeostatic model assessment of insulin resistance was observed in obese smokers. Homeostatic model assessment of insulin resistance showed a linear trend in relation to body mass index and its values were found to be higher in smokers. Obesity combined with smoking demonstrated statistically significant increase in homeostatic model assessment of insulin resistance. 相似文献
125.
Nagar Gili Gal Hegedus Stephen Orrill Chandra Hawley 《Educational Studies in Mathematics》2022,111(1):127-145
Educational Studies in Mathematics - Variance and invariance are two powerful mathematical ideas to support geometrical and spatial thinking, yet there is limited research about teachers’... 相似文献
126.
In this article, different methods for generating and measuring high pressure are described. Empirical equations of state
(EOS) are illustrated for some standard materials.
P Ch Sahu (left) is at the Materials Science Division of Indira Gandhi Centre for Atomic Research, Kalpakkam. He is a specialist
in the field of high pressure science and is presently heading this activity at his institute.
His primary research areas are in high pressure phase transitions and in synthesis and study of novel materials under extreme
pressure and temperature conditions. 相似文献
127.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
128.
Gumbheer Chandra Prakash Khedo Kavi Kumar Bungaleea Anjali 《Education and Information Technologies》2022,27(6):7491-7517
Education and Information Technologies - Due to the outbreak of COVID 19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness... 相似文献
129.