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131.
ABSTRACT For the past two decades, there has been persistent debate around whether there is a difference between the fields of instructional design (ID) and learning design (LD). While differences in the two approaches are certainly apparent, there are cross-over points that can provide ID and LD researchers and practitioners with opportunities for dialogue about the purposes and remit of research-based practices for optimal design. Though potentially disruptive, initiating dialogues among learning and instructional designers could lead to more thorough and critical analyses of both ID and LD repertoires. Should boundary crossings occur, there is a potential for a third space for the contemplation, research, and practice of design. A goal of this article is to use the notion of Van Gogh’s Yellow House as an anchoring metaphor for the third space – a location for shared discourse, inspiration, collaboration, and challenge for a community of designers of/for learning. Using the impressionist and expressionist terminology to help elucidate the ways of thinking of designers of both traditions, this article examines the history, underlying philosophical approaches, methodologies, and design goals of ID and LD. We conclude that the emergence of a third space for design can help us move beyond the LD and ID dichotomies. We suggest that a socio-materialist perspective alleviates issues of incommensurability by acknowledging ontological multiplicity. 相似文献
132.
This article investigates changes in gender differences evident in the performance of grade 8th grade students participating in the Trends in International Mathematics and Science Study (TIMSS) between 1995 and 2003. Gender specific results and patterns found in TIMSS 1995 were compared with later cycles of the study in order to address the question of how far the mathematics and science gender gap has narrowed over time. Using a regression approach to compare the trend data, the findings indicated no major changes for mathematics but it appears that the gap in science may be closing, especially in the previously male dominated content areas of chemistry and physics. 相似文献
133.
Dietrich Boles Markus Dreger Kai Gro?johann Cornelia Haber Andreas Kusserow Stefan Lohrum Dirk Menke Jochen Meyer Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121
Zusammenfassung. Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und
Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver
gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation
im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen,
verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem
Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben.
Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998 相似文献
134.
Wim Van Dooren Dirk De Bock Fien Depaepe Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2003,53(2):113-138
Previous research has shown that – due to the extensive attention spent to proportional reasoning in mathematics education
– many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are
not applicable. This phenomenon is sometimes referred to as the ‘illusion of linearity’. For example, in geometry it is known
that many students believe that if the sides of a figure are doubled, the area is doubled too. In this article, the empirical
evidence for this phenomenon is expanded to the domain of probabilistic reasoning. First, we elaborate on the notion of chance
and provide some reasons for expecting the over generalization of linear models in the domain of probability too. Afterwards,
a number of well-known and less-known probabilistic misconceptions are described and analysed, showing that they have one
remarkable characteristic in common: they can be interpreted in terms oft he improper application of linear relations. Finally,
we report on an empirical investigation aimed at identifying the ability of 10th and12th grade students to compare the probabilities of two binomial chance situations. It appears that before instruction in probability,
students have a good capability of comparing two events qualitatively, but at the same time they incorrectly quantify this
qualitative insight as if the variables in the problem were linked by a linear relationship. Remarkably, these errors persist
after instruction in probability. The potential of this study for improving the teaching and learning of probability, as well
as suggestions for further research, are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
135.
Zeitschrift für Erziehungswissenschaft - Wie formt sich der Prozess der Globalisierung in den Lebensstilen Jugendlicher aus? Dieser allgemeinen Fragestellung gehen wir im folgenden am Beispiel... 相似文献
136.
Our study integrates automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension
tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into an association net which
has similarities to a concept map. The “text to graph” feature of the software is based on several parsing heuristics and
can be used both to assess the learner’s understanding by generating graphical information from his or her text and to generate
conceptual graphs from text which can be used as learning materials. In this study we investigate the effects of association
nets made available to learners prior to reading. The results reveal that the automatically created graphs are highly similar
to classical expert graphs. However, neither the association nets nor the expert graphs had a significant effect on learning,
although the latter have been reported to have an effect in previous studies. 相似文献
137.
138.
139.
Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery.
A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses
a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial/low verbal group (LAP: Latent P). LAL- and
LAP-children were considered at risk for developing an L- or P-type of dyslexia, respectively. As is common practice with
children suffering from manifest L- or P- dyslexia, the LAL- and LAP-kindergartners received right and left hemisphere stimulation,
respectively. The outcomes were compared with those of bilateral hemispheric stimulation and no intervention. Reading tests
were administered in primary school Grades 1 and 5/6; teachers’ evaluation of reading took place in Grade 5/6. Overall, the
LAL- and LAP- groups showed significant backwardness in word and text reading, both at early and late primary school. Types
of intervention made a difference though: not significantly backward in early word, late word, and late text reading were
the LAL-children who had received right hemisphere stimulation. Nonintervened LAP-children did not show significant backwardness
in early word reading and late text reading, nor did LAP-children who had received left hemisphere or bilateral stimulation.
Early text reading was not affected by any treatment. Teacher’s evaluations were in support of these findings. 相似文献
140.
Sofie Debaere Christophe Delecluse Dirk Aerenhouts Friso Hagman Ilse Jonkers 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):452-462
The aim of this study was to investigate differences in joint power generation between well-trained adult athletes and young sprinters from block clearance to initial contact of second stance. Eleven under 16 (U16) and 18 under 18 (U18) promising sprinters executed an explosive start action. Fourteen well-trained adult sprinters completed the exact same protocol. All athletes were equipped with 74 spherical reflective markers, while an opto-electronic motion analysis system consisting of 12 infrared cameras (250 Hz, MX3, Vicon, Oxford Metrics, UK) and 2 Kistler force plates (1,000 Hz) was used to collect the three-dimensional marker trajectories and ground reaction forces (Nexus, Vicon). Three-dimensional kinematics, kinetics, and power were calculated (Opensim) and time normalised from the first action after gunshot until initial contact of second stance after block clearance. This study showed that adult athletes rely on higher knee power generation during the first stance to induce longer step length and therefore higher velocity. In younger athletes, power generation of hip was more dominant. 相似文献