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51.
Dominic Wyse 《Educational studies》2000,26(3):355-364
One of the most contested areas in relation to literacy has been the teaching of reading. The British National Literacy Strategy (NLS) was intended to foreclose the reading debate by taking a clear position on the teaching of reading and prescribing this for all schools. National policy makers have claimed that the NLS is underpinned by research evidence. The central question that informs this paper is: has the research evidence on the teaching of reading demonstrated that the greater emphasis on phonics evident in the NLS Framework for Teaching is justified? Empirical evidence in a number of key areas is reviewed: seminal work; teaching method evaluations; longitudinal evidence and the DfEE review of research and related evidence. It is concluded that there is a weak link between research and the prescribed phonics teaching in the Framework, and that changes should be made to reflect more accurately the research evidence. 相似文献
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Introducing students to the application of statistics and investigative methods in political science
This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application. 相似文献
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Despite evidence that young children are sensitive to differences in angle measure, older students frequently struggle to grasp this important mathematical concept. When making judgments about the size of angles, children often rely on erroneous dimensions such as the length of the angles' sides. The present study tested the possibility that this misconception stems from the whole‐object word‐learning bias by providing a subset of children with a separate label to refer to the whole angle figure. Thirty preschoolers (M = 4.86 years, SD = .53) were tested with a pretest–training–posttest design. At pretest, children showed evidence of the whole‐object misconception. After training, children who were given a novel‐word label for the whole object improved significantly more than those trained on the meaning of “angle” alone. 相似文献
56.
Dominic J. Farace 《Publishing Research Quarterly》1997,13(2):69-76
In the field of scientific, technical, and business information a new legend has arisen. Grey literature (GL), thought by
many to have become dormant, has witnessed a rebirth. Grey literature, like the phoenix of ancient legend, has been enkindled
by its own resources. New producers and publishers of grey literature have provided us with new forms and types of grey literature.
New methods and mediums of storing and distributing grey literature have created new uses for these resources, and in turn,
new users of these resources are demonstrating its further capabilities. Government organizations, business and industry,
as well as academic institutions have come to view themselves as publishers of grey literature. Their reports, working papers,
and policy statements are no longer available only to a limited few in printed form, but are published electronically and
are available in networked environments for unlimited retrieval. These new resources, stored in a host of electronic formats,
have lured new user groups worldwide, and the exploitation of these resources have not only been made for economic gain, but
have greatly contributed to the knowledge base in many fields and disciplines, to the decision making in local and (inter)national
government agencies, and in information forecasts for businesses. The rise of this new grey phoenix has emerged over the past
quarter of a century from an uncontrolled mass of information to new meta-information applicable for science and industry.
phoenix n: A bird of ancient legend said to be the only one of its kind and to live more than 500 years, at the end of which it built
for itself a funeral pile, lighted it with the fanning of its wings, and rose again from its ashes; hence, an emblem of immortality;
a paragon.
this article was adapted from a paper presented at the second U.S. Workshop on Grey Literature (GreyWorks’96) held at College
Park, Maryland, USA on November 18, 1996. 相似文献
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A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective 总被引:1,自引:1,他引:1
Dominic Peressini Hilda Borko Lew Romagnano Eric Knuth Christine Willis 《Educational Studies in Mathematics》2004,56(1):67-96
This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the
study of learning to teach mathematics. From this perspective, such learning occurs in many different situations -- mathematics
and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these
varied contexts, mathematics teachers refine their conceptions about their craft -- the big ideas of mathematics, mathematics-specific
pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories
of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples
from this research to illustrate how this framework has helped us understand the process of learning to teach.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
60.
Dominic J. Zerbolio 《Learning & behavior》1981,9(3):346-356
Goldfish, trained in a shuttlebox with cues and shock controlled by a linear presentation procedure, learned to control prevailing cue states and shock, and thus to discriminatively avoid shock presentation. The linear presentation procedure, adapted for the shuttlebox from the sequence of cue presentation occurring in the Y-maze, utilized three cues on each trial, a trial-start (TS) cue, a shock-paired (S?) cue, and an unpaired (S+) cue. At trial onset (TS cue), the goldfish had 10 sec to respond. The first response produced, via response-contingent programming, either the shock-paired (S?) or unpaired (S+) cue, and subsequent responses produced alternation of S+ and S?. The shock was omitted only if the S+ cue state prevailed 10 sec after trial onset. AU other cue states (TS and S?) were paired with shock. Goldfish learned to respond and control the prevailing cue state so that the S+ cue prevailed at 10 sec posttrial onset for a variety of different color-cue combinations and also learned to reverse their originally learned cue preference when the color cues were reversed. The linear presentation procedure represents an alternative discrimination learning procedure that appears to be free of the interpretational problems encountered in training goldfish in the shuttlebox apparatus with other one- and two-stimulus procedures. 相似文献