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151.
Teaching and Learning in the Mixed-Reality Science Classroom 总被引:2,自引:2,他引:0
Lisa Tolentino David Birchfield Colleen Megowan-Romanowicz Mina C. Johnson-Glenberg Aisling Kelliher Christopher Martinez 《Journal of Science Education and Technology》2009,18(6):501-517
As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general
purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies
integrate real world components with interactive digital media to offer new potential to combine best practices in traditional
science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning
environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for
high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for
students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students
can achieve significant learning gains when this technology is co-designed with educators. 相似文献
152.
This article presents a model with a systematic approach to the design of training to keep the goals of an organization at the center of the process. It discusses utilization and continuous evaluation of a variety of steps in the systematic design of training and includes a graphic, which provides a visual of the model. The article also presents an illustration of the process from information gathered from a plastics manufacturing company. 相似文献
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Lisa Corwin Auchincloss Sandra L. Laursen Janet L. Branchaw Kevin Eagan Mark Graham David I. Hanauer Gwendolyn Lawrie Colleen M. McLinn Nancy Pelaez Susan Rowland Marcy Towns Nancy M. Trautmann Pratibha Varma-Nelson Timothy J. Weston Erin L. Dolan 《CBE life sciences education》2014,13(1):29-40
The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.
Students can work with the same data at the same time and with the same tools as research scientists.iPlant Education, Outreach & Training Group (2008, personal communication)相似文献
156.
Devlin Ann Sloan Anderson Alaina Hession-Kunz Sarah Zou Amy 《Learning Environments Research》2022,25(1):217-233
Learning Environments Research - When classroom facilities are out of date, students complain (Habaci et al., in Procedia Soc Behav Sci 64:58-64 2012, https://doi.org/10.1016/j.sbspro.2012.11.008... 相似文献
157.
This article presents a systematic review of the literature for studies that utilized computer‐based graphic organizers for students with learning disabilities. A comprehensive search yielded 12 studies that were coded and analyzed. The authors investigated the effectiveness of the treatments on academic outcomes, and selected integral instructional and methodological features for evaluation in order to delineate practical implications and prioritize future research. Findings revealed high effect sizes on social studies measures and encouraging results for written expression, while comprehension results were less promising. This review found no evidence suggesting that these treatments were efficacious without the use of explicit instruction and guided practice. 相似文献
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One hundred and thirty-nine Americans resident in Singapore participated in the research which investigated the influence of “cultural fit” on sojourner adjustment. Subjects completed questionnaires including measurements of extraversion, psychological adjustment (depression) and sociocultural adaptation (social difficulty). To assess “cultural fit” discrepancy scores were calculated on the absolute differences between subjects' extraversion scores and host culture norms. Correlational analyses indicated that extraversion per se was unrelated to either psychological or sociocultural adjustment; however, as predicted, larger discrepancies in extraversion between subjects and members of the host culture were associated with higher levels of depression (p < .01). Discrepancy scores were also analyzed in conjunction with a median split, dividing subjects into low and high discrepancy groups. T-tests further confirmed that the large discrepancy group experienced more symptoms of depression (p < .01). There were no significant differences, however, in the amount of social difficulties experienced by low and high discrepancy groups. 相似文献
160.