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141.
Most undergraduate business students simply do not appreciate the elegant mathematical beauty of inventory models. So how does an instructor capture students’ interest and keep them engaged in the learning process when teaching inventory management concepts? This paper describes a competitive and energizing in‐class simulation game that introduces students to basic inventory management concepts. This hands‐on, active‐learning exercise presents students with a simulated single‐product inventory environment that requires them to make ordering decisions in an attempt to minimize the total relevant inventory costs in the face of variable demand. 相似文献
142.
Scientists routinely integrate information from various channels to explore topics under study. We designed a 4-wk undergraduate laboratory module that used a multifaceted approach to study a question in molecular genetics. Specifically, students investigated whether Caenorhabditis elegans can be a useful model system for studying genes associated with human disease. In a large-enrollment, sophomore-level laboratory course, groups of three to four students were assigned a gene associated with either breast cancer (brc-1), Wilson disease (cua-1), ovarian dysgenesis (fshr-1), or colon cancer (mlh-1). Students compared observable phenotypes of wild-type C. elegans and C. elegans with a homozygous deletion in the assigned gene. They confirmed the genetic deletion with nested polymerase chain reaction and performed a bioinformatics analysis to predict how the deletion would affect the encoded mRNA and protein. Students also performed RNA interference (RNAi) against their assigned gene and evaluated whether RNAi caused a phenotype similar to that of the genetic deletion. As a capstone activity, students prepared scientific posters in which they presented their data, evaluated whether C. elegans was a useful model system for studying their assigned genes, and proposed future directions. Assessment showed gains in understanding genotype versus phenotype, RNAi, common bioinformatics tools, and the utility of model organisms. 相似文献
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144.
Carmen Zahn Norbert Schaeffeler Katrin Elisabeth Giel Daniel Wessel Ansgar Thiel Stephan Zipfel Friedrich W. Hesse 《Education and Information Technologies》2014,19(3):603-621
Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet–technology aside–applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes–when compared to a control condition. Dependent measures were based on the students’ video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education. 相似文献
145.
Sweetman Rachel Hovdhaugen Elisabeth Karlsen Hilde 《Tertiary Education and Management》2014,20(3):179-192
In many quarters, attempts are underway to identify learning outcomes in higher education which are context-neutral or ‘generic’; such measures could provide new ways to assess and compare outputs from higher education. This paper considers potential challenges in using such broad learning outcomes across contrasting disciplinary and national settings. An empirical contribution is provided by an analysis of data from the international REFLEX survey for Norwegian and English bachelor’s degree graduates. This sheds some light on the relationships between graduates’ broad learning outcomes (general competencies), their national contexts and their disciplinary area. It finds variations in competencies across subjects and countries, suggesting that general competencies of the type often suggested as generic learning outcomes may be unstable and problematic to compare across contrasting settings. It highlights the need for comparative research into variations in learning outcomes and graduate competencies considering disciplinary and national factors. 相似文献
146.
Mario Aparicio Elisabeth Demont Marie-Noëlle Metz-Lutz J. Leybaert Jesús Alegria 《Reading and writing》2014,27(1):31-54
During a visual rhyming task, deaf participants traditionally perform more poorly than hearing participants in making rhyme judgements for written words in which the rhyme and the spelling pattern are incongruent (e.g. hair/bear). It has been suggested that deaf participants’ low accuracy results from their tendency to rely on orthographic similarity. To test this interpretation more directly, we compared profoundly and prelingually deaf, orally educated participants and hearing participants’ accuracy during a visual rhyming judgement task in which the two words of a pair share the orthographic rime, in order to discourage usage of a purely orthographic strategy. Accuracy was lower in deaf than in hearing participants. The gradient of difficulty between items, together with the finding of a significant correlation between accuracy and the consistency of the grapheme to rhyme, suggest that difference in accuracy between groups might be explained by an over regularization in deaf people, which is probably linked to less diversified phonological representations. 相似文献
147.
Elisabeth L. Woody 《Equity & Excellence in Education》2013,46(2):148-160
This article examines heterosexist assumptions and the role of homophobia in students' experiences in California's public "Single Gender Academies," in an effort to include issues of sexuality in current discourses on adolescent gender identity and public school reform. Interviews with students, conducted as part of the most comprehensive research on public single-sex schooling in the U.S. to date, reveal a critical link between students' notions of sexuality and definitions of masculinity and femininity. Alongside dichotomous, static notions of gender, the ideology and structure of the Single Gender Academies largely promoted heterosexist assumptions of students' sexuality. Such assumptions pervaded school policies and practices as well as peer relations and students' sense of gender identity. Students, in turn, both actively constructed and resisted a theory of gender which framed boys and girls in opposition and promoted heterosexuality as the norm. This article provides an analysis of homophobia among students and the influence of academy assumptions on students' attitudes. Such a focus allows for an investigation of gender and sexuality at both individual and institutional levels. While the research is based on data collected at public single-sex schools, the findings provide insight into students' articulations of gender and sexuality across a variety of school contexts. 相似文献
148.
149.
Rosanne Esposito Elisabeth Herbert Emma Sumner 《British Educational Research Journal》2023,49(1):70-92
Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents’ teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed. 相似文献
150.
Lucie Finez Sophie Berjot Elisabeth Rosnet Christena Cleveland Dianne M. Tice 《Journal of sports sciences》2013,31(16):1757-1765
Abstract We examined the relationship between physical self-esteem and claimed self-handicapping among athletes by taking motives into consideration. In Study 1, 99 athletes were asked to report their tendency to engage in claimed self-handicapping for self-protective and self-enhancement motives (trait measures). Low self-esteem athletes reported a higher tendency to engage in claimed self-handicapping for these two motives compared with high self-esteem athletes. Neither low nor high self-esteem athletes reported a preference for one motive over the other. In Study 2, 107 athletes participated in a test that was ostensibly designed to assess high physical abilities – and thus to encourage self-handicapping for self-enhancement motives (success-meaningful condition) – or to assess low physical abilities, and thus to encourage self-handicapping for self-protective motives (failure-meaningful condition). Before starting the test, athletes were given the opportunity to claim handicaps that could impair their performance. Low self-esteem athletes claimed more handicaps than high self-esteem athletes in both conditions. Findings suggest that low physical self-esteem athletes engage more in claimed handicapping regardless of motives, relative to high physical self-esteem athletes. 相似文献