全文获取类型
收费全文 | 439篇 |
免费 | 6篇 |
专业分类
教育 | 343篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
体育 | 53篇 |
文化理论 | 4篇 |
信息传播 | 33篇 |
出版年
2023年 | 3篇 |
2021年 | 7篇 |
2020年 | 6篇 |
2019年 | 14篇 |
2018年 | 15篇 |
2017年 | 18篇 |
2016年 | 22篇 |
2015年 | 19篇 |
2014年 | 19篇 |
2013年 | 95篇 |
2012年 | 15篇 |
2011年 | 16篇 |
2010年 | 10篇 |
2009年 | 10篇 |
2008年 | 19篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 10篇 |
2003年 | 13篇 |
2002年 | 6篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有445条查询结果,搜索用时 15 毫秒
91.
The practicum appears in many different forms in professional education — as field placement, cooperative education, sandwich programs, internship and clinical placement. This review of current literature reveals many different conceptions of the kinds of learning outcomes that can be achieved through learning in the workplace and the contribution that the practicum can make to professional education. In consequence, assessment philosophies and methods are equally varied. Five distinct approaches to assessment of the practicum are identified and the strengths and weaknesses of each are evaluated. While assessment of the practicum in some programs has been very limited, in the best examples cited, integration of the practicum with the educational program has provided opportunities for students to bring together a range of knowledge and skills in a complex natural environment. Well‐designed assessment requirements can make a significant contribution to learning in the practicum by putting pressure on supervisors to structure the opportunities available and by requiring students to identify and reflect on what they have learned. 相似文献
92.
93.
94.
Greg Bak 《Journal Of Archival Organization》2016,13(1-2):2-18
How we imagine records affects what we acquire and how we manage it. I take up the call from Arjun Appadurai to view archives as deliberate creations, and from Hugh Taylor to use imagination as a means of creative engagement with archival theory. I explore how we can reimagine archival work, mandates, and records by eschewing divisions of content and metadata, acknowledging items and aggregations to be interchangeable concepts, and integrating data about use into archival data management. 相似文献
95.
This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15. 相似文献
96.
The importance of “size and scale” in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of “size and scale” in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub‐categories within each) of student conception—fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of “size and scale.” © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 512–533, 2011 相似文献
97.
Greg Thompson James Bell 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):399-413
Quiet students are a feature of the organisation of secondary schools. Using qualitative methods and Deleuzean conceptualisations of modern subjectivity, this paper explores the ways that quiet students negotiate the terrain of their school. These negotiations often seem to produce a self that is trapped rather than a subject who seizes opportunities to be inventive, creative and experimental of their self. Understanding the faciality of quiet students provides opportunities to advance debate on how schools could encourage freer selves. 相似文献
98.
Nikolic-Jaric M Romanuik SF Ferrier GA Cabel T Salimi E Levin DB Bridges GE Thomson DJ 《Biomicrofluidics》2012,6(2):24117-2411715
Dielectric particles flowing through a microfluidic channel over a set of coplanar electrodes can be simultaneously capacitively detected and dielectrophoretically (DEP) actuated when the high (1.45 GHz) and low (100 kHz–20 MHz) frequency electromagnetic fields are concurrently applied through the same set of electrodes. Assuming a simple model in which the only forces acting upon the particles are apparent gravity, hydrodynamic lift, DEP force, and fluid drag, actuated particle trajectories can be obtained as numerical solutions of the equations of motion. Numerically calculated changes of particle elevations resulting from the actuation simulated in this way agree with the corresponding elevation changes estimated from the electronic signatures generated by the experimentally actuated particles. This verifies the model and confirms the correlation between the DEP force and the electronic signature profile. It follows that the electronic signatures can be used to quantify the actuation that the dielectric particle experiences as it traverses the electrode region. Using this principle, particles with different dielectric properties can be effectively identified based exclusively on their signature profile. This approach was used to differentiate viable from non-viable yeast cells (Saccharomyces cerevisiae). 相似文献
99.
The relative effects of group size on reading progress of older students with reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
100.