全文获取类型
收费全文 | 425篇 |
免费 | 4篇 |
专业分类
教育 | 319篇 |
科学研究 | 25篇 |
各国文化 | 1篇 |
体育 | 51篇 |
文化理论 | 8篇 |
信息传播 | 25篇 |
出版年
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 8篇 |
2020年 | 14篇 |
2019年 | 26篇 |
2018年 | 25篇 |
2017年 | 14篇 |
2016年 | 14篇 |
2015年 | 10篇 |
2014年 | 22篇 |
2013年 | 89篇 |
2012年 | 16篇 |
2011年 | 12篇 |
2010年 | 12篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 12篇 |
2006年 | 11篇 |
2005年 | 7篇 |
2004年 | 9篇 |
2003年 | 12篇 |
2002年 | 5篇 |
2001年 | 8篇 |
2000年 | 4篇 |
1998年 | 7篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 1篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有429条查询结果,搜索用时 15 毫秒
101.
Technology in Support of Collaborative Learning 总被引:1,自引:0,他引:1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
Paul RestaEmail: |
102.
Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses 总被引:2,自引:0,他引:2
With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning. 相似文献
103.
This study compares the effects on Mental Rotation Test (MRT) performance of instructions that stress the importance of (a) personal effort, and (b) genetically driven ability. A total of 120 high-school students were assigned to three groups, and administered two sub-tests of the MRT. Between the first and second sub-tests, the groups received one of the following instructions: effort (“anyone can succeed in this task by putting in effort”), ability (“performance on the test depends on genetic determinants”), and neutral for control (“this is an important test used in many countries”). We predicted that effort but not ability instructions would affect performance. Results confirmed the prediction and showed that, after controlling for baseline performance, the effort group outperformed the ability and control groups, which did not differ from each other. Discussion focuses on the mechanisms implied in believing ability to be genetically determined or experientially driven. 相似文献
104.
Caroline Bouchard Nathalie Bigras Gilles Cantin Sylvain Coutu Bénédicte Blain-Brière Joell Eryasa Annie Charron Liesette Brunson 《Early Childhood Education Journal》2010,37(5):371-379
The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for
children in daycare services have many opportunities to use rich and stimulating educational practices that support language
acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with
174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale
developed by Girolametto et al. (Teacher interaction and language rating scale, Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-year-old
children attending early childhood education centers in Québec (Canada). Results are discussed in relation to the importance
of the educational setting and specific training on language skill development provided to educators around promoting language
skills in children, a fundamental prerequisite for educational success. 相似文献
105.
Michèle Cowan Nasir Nisar Arain Tawfic Samer Abu Assale Abdulelah Hassan Assi Raed Alwai Albar Paul K. Ganguly 《Anatomical sciences education》2010,3(5):272-275
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists. 相似文献
106.
Processing of derived forms in high-functioning dyslexics 总被引:1,自引:0,他引:1
We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university
students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning
dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as
cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants’ response times varied systematically as a function of morphological
complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational
processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular
aspect of morphology; that of derived forms. 相似文献
107.
This study analyzed the activity of expert table tennis players during a match, in reference to course of action theory (Theureau, 1992). Matches were videotaped, and the players' verbalizations as they viewed the tapes were collected a posteriori. The data was analyzed by (a) transcribing the players' actions and verbalizations, (b) decomposing their activity into elementary units of meaning, and (c) grouping the elementary units into larger sets. The results showed that the matches began with an inquiry into the specific features of the opponent's play. This was followed by reproducing the actions identified as effective during the inquiry. The results are discussed in relation to the role of training in expert performance. 相似文献
108.
Hadida Allègre L. Lampel Joseph Walls W. David Joshi Amit 《Journal of Cultural Economics》2021,45(2):213-238
Journal of Cultural Economics - Online streaming services are challenging long-standing decision-making processes in the traditional motion picture industry, thus placing Hollywood major studios at... 相似文献
109.
Recent experiments on the ski simulator produced ambiguous results and raised unanswered questions concerning the true nature of "novice" behavior and the occurrence of behavioral changes during learning. The aim of the present experiment was to analyze the evolving behavior of three beginners during six practice sessions on a ski simulator The position of the apparatus platform was recorded as time series and used for constructing dynamical models, including stiffness and damping functions. The results showed that novices tended to exploit a Rayleigh damping behavior during the first trials and then transition toward a van der Pol damping. These results replicate previous observations by Nourrit, Delignieres, Caillou, Deschamps, and Lauriot (2003) and suggest the transition to the expert behavior could arise early in practice, when the task is of moderate difficulty. The discussion focuses on the properties of the observed learning dynamics and proposes a global conceptualization for acquiring complex motor skills. 相似文献
110.
The mechanical responses (i.e. external contact forces and external power) of 25 elite rowers to a race-pace rowing protocol were investigated on the traditional fixed stretcher mechanism and the more recently introduced free-floating stretcher mechanism rowing ergometers. Using a Rowperfect rowing ergometer for both conditions, external contact forces at the handle, stretcher and sliding seat, as well as the displacements of the handle and stretcher, were recorded. The external power was calculated as the product of the force and velocity data from both the handle and stretcher. Significant differences (P < 0.05) between the two conditions for each mechanical parameter were observed. The fixed condition showed larger maximum values for forces and external power and average power throughout the rowing cycle. Moreover, rowing with the fixed mechanism generated higher inertial forces during the transition between the propulsion and recovery phases, especially at the catch of the cycle. The results suggest that: (i) muscular coordination may differ according to the stretcher mechanism used, which could have an impact on the physiological adaptations of muscles; and (ii) the free-floating mechanism may induce lower catch and maximum values for net joint forces and net joint moments that could decrease the risk of injury. 相似文献