全文获取类型
收费全文 | 1201篇 |
免费 | 14篇 |
国内免费 | 1篇 |
专业分类
教育 | 959篇 |
科学研究 | 50篇 |
各国文化 | 22篇 |
体育 | 62篇 |
文化理论 | 5篇 |
信息传播 | 118篇 |
出版年
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 15篇 |
2019年 | 24篇 |
2018年 | 29篇 |
2017年 | 37篇 |
2016年 | 28篇 |
2015年 | 19篇 |
2014年 | 25篇 |
2013年 | 273篇 |
2012年 | 27篇 |
2011年 | 25篇 |
2010年 | 25篇 |
2009年 | 26篇 |
2008年 | 35篇 |
2007年 | 35篇 |
2006年 | 32篇 |
2005年 | 28篇 |
2004年 | 33篇 |
2003年 | 22篇 |
2002年 | 34篇 |
2001年 | 30篇 |
2000年 | 18篇 |
1999年 | 22篇 |
1998年 | 13篇 |
1997年 | 11篇 |
1996年 | 21篇 |
1995年 | 17篇 |
1994年 | 25篇 |
1993年 | 19篇 |
1992年 | 28篇 |
1991年 | 20篇 |
1990年 | 16篇 |
1989年 | 19篇 |
1988年 | 21篇 |
1987年 | 12篇 |
1986年 | 12篇 |
1985年 | 9篇 |
1984年 | 13篇 |
1983年 | 6篇 |
1982年 | 15篇 |
1980年 | 4篇 |
1979年 | 10篇 |
1978年 | 8篇 |
1977年 | 13篇 |
1976年 | 11篇 |
1975年 | 6篇 |
1974年 | 7篇 |
1973年 | 7篇 |
1966年 | 3篇 |
排序方式: 共有1216条查询结果,搜索用时 15 毫秒
121.
Gary R. Morrison 《Educational technology research and development : ETR & D》1986,34(4):235-244
The communicabllity of the emotional connotation of type was investigated in this study. Typographers, student instructional
technologists, and naive readers rated 30 typefaces using a semantic differential scale. The results indicated that different
typefaces arouse similar results in different subject groups, and that different subject groups agree on the emotional connotations
of typefaces. The agreement of these results with previous studies suggests the use of typeface connotation as a variable
in typeface selection. 相似文献
122.
Gary Shepherd 《Action Learning: Research and Practice》2016,13(3):252-262
This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty. 相似文献
123.
Roy B. Clariana Steven M. Ross Gary R. Morrison 《Educational technology research and development : ETR & D》1991,39(2):5-17
This study investigated the effects of using different forms of computer-based feedback on high school students' learning of science material. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings (immediate vs. retention), five levels of similarity between lesson and posttest questions, and five feedback conditions: knowledge of correct response (KCR), delayed KCR, answer until correct (AUC), questions only (no feedback), and no questions. Results showed significant benefits for feedback over no feedback, with AUC becoming more advantageous and delayed feedback less so as lesson-posttest question similarity decreased. Also, with decreased question similarity and the availability of supporting text, overall feedback effects tended to decrease. The results are discussed in terms of the information processing effects of the different feedback forms, a factor that CBI designers often fail to exploit in planning feedback conditions.This article is based on a doctoral dissertation submitted to the faculty of Memphis State University by the first author. Reprint requests should be addressed to Steven M. Ross, Department of Foundations of Education, Memphis State University, Memphis, TN 38152. 相似文献
124.
There is now substantial evidence that pictures can be used to facilitate the recall of information presented in prose passages. There is also evidence that the presence of pictures in prose passages does not hinder the recall of information that is not pictured. Are the picture effects durable over longer periods (55 days) of time? Do pictures included in prose passages help or hinder subjects' recall of information that is not pictured? Results of this study provide evidence that picture effects are durable. In addition, the inclusion of pictures in prose passages did not interfere with the recall of information presenter' only in the prose passage. 相似文献
125.
Children: Ethnic and Political Violence 总被引:3,自引:0,他引:3
Violence stemming from ethnic and political tensions is a problem of increasing proportions throughout the world, and many indicators show that large numbers of children are directly or indirectly exposed to war, political repression, torture, and terrorism. There is growing evidence to suggest that children are at risk under these conditions, and that the consequences of growing up amid danger, chaos, and deprivation can be severe. The articles contained in this special section were assembled to foster greater awareness of this important topic among the readers of Child Development and, hopefully, stimulate new research on ethnic and political violence in many of the disciplines that are represented within the Society for Research in Child Development. 相似文献
126.
127.
Dr. Paul D. Isaac Dr. Gary D. Malaney John E. Karras 《Research in higher education》1992,33(5):595-606
Many factors affect an undergraduate student's postbaccalaureate plans. Academic interests, career-related factors, finances, and various psychological and sociological factors all have been found to be related to interest in advanced education. Few studies, however, are gender-specific in examining the relation of parental educational attainment to their children's aspirations. Such data would be helpful in the attempts to understand the continued underrepresentation of women in most fields requiring advanced degrees. All seniors at a large Midwestern university with at least a 3.0 cumulative grade point average planning to graduate in spring or summer of 1986 were sent questionnaires dealing with their postgraduation plans. Of these 1900 surveys, 791 (42%) were returned. Results reported here examine the relation of future educational plans to gender of student, educational level of parent, and field of study. A modeling effect not noted in previous literature is discussed. 相似文献
128.
Zhixin Su Suzanne Goldstein Jilin Su 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(5):371-388
This paper reports findings from a comparative study of science education goals and curriculum designs in American and Chinese high schools, based on data gathered from a survey of Chinese educationists who came to the USA as visiting scholars between 1991 and 1994. The ideal goals of science education are similar in the USA and China, but the real emphases are quite different in the two nations' schools. In curriculum design, American science education has wider scope but much less depth than its Chinese counterpart. These differences are also reflected in text-books and classroom activities. Implications for change in science education are discussed for both American and Chinese high schools.
Zusammenfassung Dieser Artikel befaßt sich mit den Ergebnissen einer vergleichenden Studie zu den Zielen der wissenschaftlichen Erziehung und Curriculumsentwürfen in amerikanischen und chinesischen Hochschulen; basierend auf einer Studie chinesischer Erziehungswissenschaftler, die zwischen 1991 und 1994 als Gastschüler in die USA kamen. Die Idealziele wissenschaftlicher Erziehung sind in den USA and in China gleich, aber die reale Umsetzung ist in den Schulen beider Nationen sehr unterschiedlich. Im Curriculumsentwurf hat die wissenschaftliche Erziehung der Amerikaner einen breiteren Umfang aber weniger Tiefgang als die ihrer chinesisischen Kollegen. Diese Unterschiede zeigen sich auch in Textbüchern und Aktivitäten im Klassenraum. Diskutiert werden anschließend Änderungsvorschläge sowohl für amerikanische als auch für chinesische Hochschulen.
Résumé L'article commente les résultats d'une étude comparative entre les Etats-Unis et la Chine sur les objectifs de l'enseignement scientifique et l'élaboration des programmes correspondants. Ces résultats proviennent de données collectées lors d'une enquête réalisée par des pédagogues chinois séjournant dans des lycées américains entre 1991 et 1994. Les objectifs théoriques fixés pour l'enseignement des sciences correspondent dans les deux pays, mais les applications pratiques divergent notablement. En ce qui concerne la structure des programmes, l'enseignement américain est plus vaste mais moins approfondi que son équivalent chinois. Cette différence se reflète également dans les manuels scolaires et les activités en classe. S'ensuit une discussion sur les conséquences qu'aurait une révision de l'enseignement de cette matière dans les lycées des deux pays.
Sumario Este trabajo informa los resultados de un estudio que compara los objetivos de la educación y los delineamientos de currículo de las universidades estadounidenses y chinas, basándose en datos recogidos de un informe confeccionade por especialistas en pedagogía chinos que permanecieron en los EE UU entre 1991 y 1994 como eruditos invitados. Si bien los objetivos ideales de los estudios científicos son similares en los EEUU y en China, los énfasis reales son bastante diferentes en los sistemas de ambas naciones. en el delineamiento del currículo americano, la educaíon científica presenta una gama más amplia, pero mucho menos profunda que la de su equivalente china. Estas diferencias también se reflejan en los libres de textos y en las actividades en las aulas. Se están discutiendo las consecuencias para un cambio en la educación científica, tanto para universidades estadounidenses como para las chinas.相似文献
129.
A Dialogical Approach to Understanding: Horizontal Evaluation 总被引:2,自引:0,他引:2
130.