全文获取类型
收费全文 | 1089篇 |
免费 | 30篇 |
专业分类
教育 | 837篇 |
科学研究 | 33篇 |
各国文化 | 15篇 |
体育 | 106篇 |
综合类 | 1篇 |
文化理论 | 11篇 |
信息传播 | 116篇 |
出版年
2023年 | 9篇 |
2022年 | 9篇 |
2021年 | 18篇 |
2020年 | 37篇 |
2019年 | 44篇 |
2018年 | 68篇 |
2017年 | 66篇 |
2016年 | 72篇 |
2015年 | 46篇 |
2014年 | 48篇 |
2013年 | 261篇 |
2012年 | 32篇 |
2011年 | 37篇 |
2010年 | 23篇 |
2009年 | 25篇 |
2008年 | 32篇 |
2007年 | 32篇 |
2006年 | 17篇 |
2005年 | 15篇 |
2004年 | 16篇 |
2003年 | 19篇 |
2002年 | 17篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 7篇 |
1998年 | 12篇 |
1997年 | 9篇 |
1996年 | 11篇 |
1995年 | 9篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 9篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 10篇 |
1985年 | 5篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1968年 | 3篇 |
1966年 | 2篇 |
排序方式: 共有1119条查询结果,搜索用时 115 毫秒
951.
Lyndall Adams Christopher Kueh Renee Newman-Storen John Ryan 《Educational Philosophy and Theory》2015,47(12):1330-1347
AbstractThis is Not a Seminar (TINAS) is a multidisciplinary forum established in 2012 at Edith Cowan University (ECU) in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and visual arts. We established the TINAS programme to assist postgraduate research students in connecting their creative practices to methodological, theoretical and conceptual approaches whilst fostering an atmosphere of rapport across creative disciplines. The pilot programme conducted for six months in 2012 comprised dialogues with experienced creative researchers; critical reading sessions on practice-led theory; and workshops in journaling, ethics and copyright. This article is a reflection on the strengths and limitations of TINAS and future projections. More than an additional teaching and learning service, the programme has become a vital forum for creative dialogue. 相似文献
953.
954.
Kimiko Ryokai Faraz Farzin Eric Kaltman Greg Niemeyer 《Educational technology research and development : ETR & D》2013,61(2):153-170
Visual tracking of multiple objects in a complex scene is a critical survival skill. When we attempt to safely cross a busy street, follow a ball’s position during a sporting event, or monitor children in a busy playground, we rely on our brain’s capacity to selectively attend to and track the position of specific objects in a dynamic scene. This ability to visually track simultaneously moving objects in a continuously changing and multisensory environment is a critical component of nearly all forms of visual-motor coordination. While methods for assessing Multiple Object Tracking (MOT) in adults are well established, due to challenges associated with designing a MOT task suitable for young children, we have little understanding of MOT abilities under the age of 5 years. To better understand how and when young children learn to track multiple objects, we designed, implemented and evaluated TrackFX, the first game-based MOT task running on a touch tablet designed for children as young as 30 months old. We present findings from an empirical study of 31 children between the age of 30 and 58 months and implications for game-based learning. 相似文献
955.
We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density. 相似文献
956.
There has been much research and discussion on the principles of standards-based grading, and there is a growing consensus of best practice. Even so, the actual process of implementing standards-based grading at a school or district level can be a significant challenge. There are very practical questions that remain unclear, such as how the grades should be calculated. Common methods include a simple average, averaging only the more recent scores, mathematical models of growth over time, and basic teacher judgment. It is difficult to choose a single method that is justifiable in all circumstances. This article proposes a new method, the history-adjusted true score, that can be applied in a wide variety of situations. A rigorous method of evaluating each grading method is also described. 相似文献
957.
Karen Nylund-Gibson Ryan P. Grimm Katherine E. Masyn 《Structural equation modeling》2013,20(6):967-985
Including auxiliary variables such as antecedent and consequent variables in mixture models provides valuable insight in understanding the population heterogeneity embodied by a latent class variable. The model building process regarding how to include predictors/correlates and outcomes of the latent class variables into mixture models is an area of active research. As such, new methods of including these variables continue to emerge and best practices for the application of these methods in real data settings (including simple guidelines for choosing amongst them) are still not well established. This paper focuses on one type of auxiliary variable—distal outcomes—providing an overview of the methods currently available for estimating the effects of latent class membership on subsequent distal outcomes. We illustrate the recommended methods in the software packages Mplus and Latent Gold using a latent class model to capture population heterogeneity in students’ mathematics attitudes, linking latent class membership to two distal outcomes. 相似文献
958.
Stefan C. Dombrowski A. Alexander Beaujean Ryan J. McGill Nicholas F. Benson W. Joel Schneider 《Structural equation modeling》2013,20(6):847-860
Exploratory bifactor analysis (EBFA) represents a methodological advancement for implementing a bifactor model in exploratory factor analysis (EFA). However, little is known about how to properly employ the procedure. The current rotation criteria available for EBFA make it more likely to “get stuck” in local minima, contributing to possible group factor collapse, than more traditional EFA rotations. Thus, getting a proper solution is a more complex and involved process than typical EFA and may require a sensitivity analysis. This article examines EBFA through a sensitivity analysis and subsequent simulation of parameters thought to contribute to group factor collapse. Results support the use of sensitivity analysis, as the problematic variable was shown to greatly increase the likelihood of factor collapse. The hypothesis that estimation start values contribute to factor collapse was not supported. Accompanying R syntax for all analyses are provided to facilitate reproducibility. 相似文献
959.
960.
Ryan Suzanne Burgess John Connell Julia Groen Egbert 《Tertiary Education and Management》2013,19(2):161-169
Abstract The transition from a planned centralist economy to a market economy over the last decade of the 20th century has presented Russian universities with many profound challenges. These challenges require universities to review and consider their organisational culture and deserve careful study. This paper describes the changes that have taken place at Tomsk Polytechnic University ‐ one of oldest, largest and leading Russian universities. 相似文献