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Multimedia technology offers instructional designers an unprecedented opportunity to create richly interactive learning environments. With greater design freedom comes complexity. The standard answer to the problems of too much choice, disorientation, and complex navigation is thought to lie in the way we design the interactivity in a system. Unfortunately, the theory of interactivity is at an early stage of development. After critiquing the decision cycle model of interaction – the received theory in human computer interaction – I present arguments and observational data to show that humans have several ways of interacting with their environments which resist accommodation in the decision cycle model. These additional ways of interacting include: preparing the environment, maintaining the environment, and reshaping the cognitive congeniality of the environment. Understanding how these actions simplify the computational complexity of our mental processes is the first step in designing the right sort of resources and scaffolding necessary for tractable learner controlled learning environments. 相似文献
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DAVID CARR 《Journal of Philosophy of Education》1993,27(2):193-207
ABSTRACT Teachers are regularly blamed–especially in times of moral panic–for failing to set a good example and teach proper moral standards to their pupils. As well as familiar issues about moral values and the legitimacy of different modes of moral pedagogy this also raises the question of the degree of connection between a teacher's private and personal values, attitudes and behaviour and his or her professional conduct and responsibilities. Two common responses to these problems–paternalism and liberalism–are here criticised and an alternative perspective on the moral role of the teacher is sought, drawing on communitarian insights into the nature of moral and other values and their function in human affairs. 相似文献
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DAVID M. SHOEMAKER 《Journal of Educational Measurement》1970,7(4):255-262
Selected parameters for a negatively skewed and a normally distributed normative distribution were estimated in a post mortem item-examinee sampling investigation. Manipulated systematically were number of subtests, number of items per subtest, and number of examinees responding to each sub-test. Each item-examinee sampling procedure was replicated five times. Defining one observation as the score received by one examinee on one item, the results of this investigation support the conclusion that, in estimating parameters by item-examinee sampling, the variable of importance is not the item-examinee sampling procedure but is instead the number of observations obtained by that procedure. Degree of skewness in the normative distribution and failure to distribute all items among subtests were found to be relatively unimportant variables. 相似文献
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DAVID L. HILDEBRAND 《Journal of Philosophy of Education》2018,52(2):287-300
The central objective of Dewey's Democracy and Education is to explain ‘what is needed to live a meaningful life and how can education contribute?’ While most acquainted with Dewey's educational philosophy know that ‘experience’ plays a central role, the role of ‘situations’ may be less familiar or understood. This essay explains why ‘situation’ is inseparable from ‘experience’ and deeply important to Democracy and Education’s educational methods and rationales. First, a prefatory section explores how experience is invoked and involved in pedagogical practice, especially experience insofar as it is (a) experimental, (b) direct, and (c) social‐moral in character. The second and main section on situations follows. After a brief introduction to Dewey's special philosophical use of ‘situation’, I examine how situations are implicated in (a) student interest and motivation; (b) ‘aims’ and ‘criteria’ in problem‐solving; and (c) moral education (habits, values, and judgements). What should become abundantly clear from these examinations is that there could be no such thing as meaningful education, as Dewey understood it, without educators’ conscious, intentional, and imaginative deployment of experience and situations. 相似文献
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DAVID RESNICK 《Journal of Philosophy of Education》2008,42(1):107-118
The very purpose of traditional—especially religious—education is to induct the young into a unique vision of reality. When the compelling religious vision conflicts with other visions, extremist confrontations may result. This paper explores ways to 'square the circle' of the educational conundrum of how to educate for fervent commitment to tradition without precluding autonomy and diversity, both within the tradition but especially vis-à-vis outsiders. Some liberal educators see educating for autonomy as an antidote to extremism, but such an approach is found wanting both ethically and empirically. Reinforcing the roots of toleration within religious traditions is offered as a more effective alternative. 相似文献