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Claire O’Malley 《European Journal of Psychology of Education - EJPE》1992,7(4):339-352
This article begins with a review of the various roles which computers have played in supporting collaborative learning and argues that, whatever role it plays, technology is not neutral with respect to interactions with and between users. Interfaces to learning environments embody particular representational schemes which have the potential either for competing with representations of the learning domain or for giving access to it. In this respect, the learner-machine interface has ‘Epistemic significance’ and its design is as important as the design of the materials and activities to which it interfaces. 相似文献
514.
Claire Badaracco 《Publishing Research Quarterly》1990,6(4):17-30
The Colophon, published from 1925 through 1935 for an audience of book collectors and connoisseurs, illuminates the debate
over the basis of a book's value: genuine quality or artificial scarcity. It also illustrates the distinction between genuine
news about the book industry and “publicity hypnosis”—today’s “hype.” The magazine’s authors, designers, typographers, printers,
and illustrators were among the finest of their day.
Claire Badaracco is an assistant professor at Marquette University, and is currently writing a series of articles about Anglo-American
book publishing, journalism, and publicity trades between 1920 and 1940 with the support of The British Academy, the National
Endowment, and the Bibliographical Society of America. Her work has been published inAmerican Literary Realism, Journalism Quarterly, Essays in Business and Economic History, and other journals. The Library of Congress, The Center for The Book, is publishing her monograph “The Lakeside Press Four
American Books Campaign 1926–1930.” 相似文献
515.
Do You Know What It Means to Miss New Orleans? Internet Communication, Geographic Community, and Social Capital in Crisis 总被引:1,自引:0,他引:1
Claire H. Procopio - Claire H. Procopio is an Assistant Professor at Southeastern Louisiana University in the 《Journal of Applied Communication Research》2007,35(1):67-87
This study investigated Internet communication and use in a crisis situation, Hurricane Katrina, to explore the role of the Internet in supporting or diminishing geographically-based community during a crisis. The researchers conducted an online survey of Internet users (n=1192) from the dispersed metropolitan New Orleans area. The survey focused on amount, type, function, and importance of Internet use to creating and maintaining social capital, supporting geographically-based communities, activating social networks, reducing uncertainty, and achieving both expressive and instrumental communication goals. The results indicated that Internet users in a crisis situation went online to seek interactive fora specific to their neighborhoods and to activate weak ties in their social networks. They engaged in more uncertainty reduction behavior when experiencing higher degrees of damage. They turned to the Internet in place of other media as a result of disruptions caused by the crisis. Women valued online expressive communication more than men did. The findings suggest that social capital theorists would benefit from a communication perspective on the Internet. The study also led to the formation of suggestions for emergency preparedness agencies, shelter providers, crisis victims, and online news providers that can improve emergency response. 相似文献
516.
This qualitative case study examined Twitter use by undergraduate and graduate students in three classes. Previous studies have shown that while some faculty use Twitter, few are incorporating it into classes despite many recommendations for such use. This study examined how students perceived Twitter as a classroom tool. As an optional activity, many started with Twitter but fewer continued through the semester. The study reports on content and counts of tweets as well as student self-reports on usage and interest. The researchers found students enjoyed being consumers of tweets but seldom retweeted or replied. Incorporating Twitter in courses will require careful consideration of scaffolding, modeling, privacy and course design. Questions remain as to whether the informal social focus of Twitter may overwhelm attempts to use it in more structured educational settings. 相似文献
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Children with developmental coordination disorder (DCD) experience difficulty coping with everyday demands due to difficulties
in performing motor tasks. Recently, a cognitive learning paradigm has been applied to studying the nature of the problems
experienced by children with DCD, which assumes that these children have fewer cognitive and metacognitive skills with which
to acquire motor skills. However, despite the emergence of such cognitive models, individual differences in children’s use
of self-regulatory and metacognitive skill during motor learning have received little research attention. The aim of this
review article was to examine the roots of this emerging field of research, locate it within the larger body of metacognitive
and self-regulation literature, and examine some of the preliminary work that has been conducted on the role of self-regulation
and metacognition in motor learning and in the motor performance difficulties of children with DCD. 相似文献
519.
Florence R. Sullivan Claire E. Hamilton Danielle A. Allessio Rachel J. Boit Alexandra D. Deschamps Tony Sindelar German E. Vargas Ramos Anthony Randall Nicholas Wilson Yan Zhu 《Educational technology research and development : ETR & D》2011,59(5):619-644
In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs)
for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study
of the effect of varying representational and interactional design features on a collaborative design activity in three online
synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations
(text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development
participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool
classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels
of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants
in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and
integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience.
These findings are explained by the concepts of representational guidance, representational bias, educational affordances
and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided. 相似文献
520.
Deborah Russell Carter Renee K. Van Norman Claire Tredwell 《Early Childhood Education Journal》2011,38(5):349-355
There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting
children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model
for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early
childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article
documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares
lessons learned and offers practical advice for getting started with PWPBS. 相似文献