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121.
Naive “observer” rats that interact with conspecific “demonstrators” fed a distinctive food increase intake of the food their demonstrators have eaten. Here we found that observer rats that had interacted simultaneously with 2 demonstrator rats, 1 fed a distinctively flavored, protein-poor food, the other a distinctively flavored, protein-rich food, did not prefer the former. Similarly, observer rats ate equal amounts of two distinctively flavored foods after interacting simultaneously with 2 demonstrator rats, 1 that had consumed all food available to it, the other fed from a surplus of the second food. Last, observer rats that had interacted with both a “trustworthy” demonstrator (1 an observer had learned ate only nutritious foods) and an “untrustworthy” demonstrator (1 an observer had learned ate noxious substances) did not prefer unfamiliar foods eaten by trustworthy demonstrators to those eaten by untrustworthy demonstrators. These findings suggest limits on social information observers use in selecting foods. 相似文献
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Elaine Virginia Howes 《科学教学研究杂志》1998,35(8):877-896
In this article, I explore how a dozen high-school sophomore girls expressed their relationship to and understanding of prenatal testing, and its possible place in their lives and in the lives of others, in the context of a short unit on prenatal testing during a semester-long course in human genetics. The data come from an assignment designed to help students bring their understanding of prenatal testing into the realm of personal choice, as well as practice applying the science of chromosomal inheritance. Difference feminism is used to develop themes evident in these girls' talk about prenatal testing. The instructional choices made were based on difference feminism, which implies that girls would be interested in science that connects to human bodies, children, and traditional women's responsibilities. This claim is elaborated on and applied by this study, in which I concentrate on the question: How can difference feminism help us better to hear and comprehend high school girls' relationships with reproductive technology, their own bodies, and their own lives? I propose that focusing on girls' lives and knowledge is a way to consider alternatives in curricular content, in addition to helping us learn how to help more girls connect with science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 877–896, 1998. 相似文献
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This study compared the WISC-R performance of 40 children ranging in age from 6–6 to 15–10, referred to a university center for suspected learning disabilities, with that of two clinically defined groups of learning disabled children. The university center children were found to have WISC-R profiles similar to those of the learning disabled children, with higher overall levels of performance. It was speculated that these children avoid classification as learning disabled by virtue of possessing higher cognitive abilities than those children who are classified. Implications were raised concerning the role of university centers with children experiencing learning difficulties and the accuracy of parental perceptions of learning disabilities. 相似文献
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The implications of a connectivist learning blog model and the changing role of teaching and learning 下载免费PDF全文
Elaine Garcia Ibrahim Elbeltagi Mel Brown Kerry Dungay 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):877-894
While the use of Web 2.0 tools and specifically blogs is becoming increasingly popular within higher education (HE) and has been shown to promote learning, relatively little is known about the manner in which such tools may affect how teaching and learning may change as a result of the use of such tools. It is within this context that a connectivist learning model was created and has been further developed within this paper in order to consider the implications of how the use of blogs may change the manner in which teaching and learning occurs. Within this research, a case study of the use of collective student blogs utilized as part of a formally assessed module, undertaken within an HE institution, is utilized to explore the manner in which teaching and learning can be seen to change through a connectivist learning model of blog usage. From this case study, it appears that connectivism does provide a theoretical model for the way in which teaching and learning may change as a result of the use of blogs by learners. However, the experience of staff and students who undertook the project suggests that while a number of elements of the connectivist model can be identified, these are not seen universally among all students. 相似文献
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This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little published on how, indeed if, this learning occurs. Our account contributes to this gap and in doing so draws attention to the ethical and political challenges which can arise when undertaking research within one's own organization. We present the tale of two sets, one during and one after an educational programme. In doing so, we highlight the tensions involved in integrating learning with problem-solving. We illustrate how learning which seemed initially to be lost was later found through action learning. 相似文献