全文获取类型
收费全文 | 192篇 |
免费 | 3篇 |
专业分类
教育 | 160篇 |
科学研究 | 18篇 |
各国文化 | 1篇 |
体育 | 10篇 |
文化理论 | 1篇 |
信息传播 | 5篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 8篇 |
2016年 | 8篇 |
2015年 | 7篇 |
2014年 | 5篇 |
2013年 | 23篇 |
2012年 | 5篇 |
2011年 | 8篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 9篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1965年 | 1篇 |
1826年 | 1篇 |
排序方式: 共有195条查询结果,搜索用时 0 毫秒
191.
Anna Planas Lladó Lídia Feliu Soley Rosa Maria Fraguell Sansbelló Gerard Arbat Pujolras Joan Pujol Planella Núria Roura-Pascual 《Assessment & Evaluation in Higher Education》2014,39(5):592-610
Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students’ perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess. 相似文献
192.
Scott H. Deibel Matthew L. Ingram Andrew B. Lehr Hiliary C. Martin Darlene M. Skinner Gerard M. Martin Isaac M. W. Hughes Christina M. Thorpe 《Learning & behavior》2014,42(3):246-255
It is difficult for rats to acquire daily time–place (TP) learning tasks. One theory suggests that rats do not use time of day as a stimulus signaling a specific response. In the present study, we tested rats’ ability to use time of day as a discriminative stimulus. A fixed-interval procedure was used in which one lever provided reinforcement on a FI-5-s schedule in morning sessions, and the same lever provided reinforcement on a FI-30-s schedule in afternoon sessions. Because only one place was used in this paradigm, the rats could only use time of day to acquire the task. Mean responses during the first 5 s of the first trial in each session indicated that the rats did not discriminate between the two sessions. In Phase II, a different lever location was used for each of the two daily sessions, which meant that both spatial and temporal information could be used to acquire the task. The rats readily acquired the task in this phase, and probe trials indicated that the rats were using a combination of spatial and temporal information to discriminate between the two different trial types. When the spatial cue was removed in Phase III, rats no longer discriminated the two sessions, suggesting that time can only be used as a discriminative stimulus when each daily session is associated with a distinct spatial location. 相似文献
193.
Anna Planas-Lladó Lidia Feliu Francesc Castro Rosa Maria Fraguell Gerard Arbat Joan Pujol 《Assessment & Evaluation in Higher Education》2018,43(1):14-30
This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive. 相似文献
194.
Gerard Bouhot 《Educational Media International》2013,50(2):10-18
De prime abord, il faut souligner que le circuit fermé de télévision n'est qu'un des moyens audio-visuels utilisés dans les facultés des sciences. Le nombre et l'employ de ces circuits fermés de télévision restent encore limités, c'est le cinéma qui continue d'être le moyen vedette. Cette situation est directement liée au fait que si l'on considère le rapport: travail/efficacité/prix, le circuit fermé de télévision est le plus cher des moyens audio-visuels. Néamnions la loupe collective ou épiscope électronique, échappe à cette critique. 相似文献
195.
This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010 相似文献