全文获取类型
收费全文 | 370篇 |
免费 | 22篇 |
专业分类
教育 | 295篇 |
科学研究 | 13篇 |
各国文化 | 7篇 |
体育 | 45篇 |
文化理论 | 2篇 |
信息传播 | 30篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 14篇 |
2019年 | 12篇 |
2018年 | 13篇 |
2017年 | 32篇 |
2016年 | 19篇 |
2015年 | 20篇 |
2014年 | 19篇 |
2013年 | 75篇 |
2012年 | 17篇 |
2011年 | 17篇 |
2010年 | 10篇 |
2009年 | 9篇 |
2008年 | 14篇 |
2007年 | 13篇 |
2006年 | 7篇 |
2005年 | 6篇 |
2004年 | 8篇 |
2003年 | 5篇 |
2002年 | 11篇 |
2001年 | 7篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1978年 | 1篇 |
排序方式: 共有392条查询结果,搜索用时 15 毫秒
81.
82.
83.
84.
Christoph Pimmer Jennifer Chipps Petra Brysiewicz Fiona Walters Sebastian Linxen Urs Gröhbiel 《Technology, Pedagogy and Education》2017,26(5):517-528
This study analyses the use of a group space on the social networking site Facebook as a way to facilitate research supervision for teams of learners. Borrowing Lee’s framework for research supervision, the goal was to understand how supervision and learning was achieved in, and shaped by, the properties of a social networking space. For this purpose, the discourse between supervisor and learners was analysed along with the structural properties afforded by the space. Using the empirical findings and further literature, a conceptual framework was developed that illustrates the ways in which functional supervision, enculturation, emancipation, critical thinking and relationship development are achieved and formed by the interplay of the technological, functional, multimodal and the wider sociocultural, political and sociolinguistic structures associated with social media space. 相似文献
85.
86.
87.
Anne-Marie Adams Fiona Simmons Catherine Willis Ralph Pawling 《Journal of Research in Reading》2010,33(1):54-76
In order to communicate understanding, students are often required to produce texts which present an explicit, coherent argument. This study examined the extent to which individual differences in undergraduates' topic knowledge and working memory skills were related to their ability to revise texts to better fulfil these goals. Forty-seven students revised texts containing three types of error: language, structure and argument. Topic knowledge was indexed by multiple choice test performance. Verbal short-term and working memory were measured using forward and backward digit recall and reading span. Rates of identification, diagnosis and correction of errors were generally poor. Contrary to expectations neither topic knowledge nor verbal working memory was associated with text revision although significant associations were identified with verbal short-term memory. When revising texts students may focus on the surface features of the text rather than addressing issues of structure and argument. Possible accounts of this tendency are considered. 相似文献
88.
89.
90.