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51.
Samuel V.O. Prichard Jr. Richard B. Gregg Vito Silvestri John F. Wilson Charles J. Stewart 《Communication quarterly》2013,61(3):63-66
Lee, Irving J. and Lee, Laura L., Handling Barriers in Communication. Harper and Brothers, 49 East 33 Street, New York 16, New York. 1957, $5. Paper. Auer, J. Jeffery, An Introduction to Research in Speech. Harper and Brothers, 49 East 33 Street, New York 16, New York. 1959, $5. Brown, Charles T., Introduction to Speech. Houghton Mifflin Company, 432 Park Avenue South, New York 16, New York. 1955. Uris, Dorothy, Everybody's Book of Better Speaking. David McKay Company, Inc., 119 West 40 Street, New York 18, New York. 1960, $4.95. Braden, Waldo W., Speech Methods and Resources: A Textbook for the Teacher of Speech. Harper and Brothers, 49 East 33 Street, New York 16, New York. 1961, $6.50. Marra, Waldo J., How to Streamline Your Letters. National Retail Credit Association, 375 Jackson Avenue, St. Louis 30, Missouri. Multilithed, paper. Windes, Russell R. and Kruger, Arthur N., Championship Debating. J. Weston Walch, Box 1075, Portland, Maine. 1961 ; paper cover, $3.50 ; plastic cover, $4.50. 相似文献
52.
Gregory Schraw 《Metacognition and Learning》2009,4(1):33-45
This paper describes five indices of metacognitive monitoring referred to as absolute accuracy, relative accuracy, bias, scatter,
and discrimination. I provide definitions, formulae, and a discussion of the underlying construct that each of the five types
of scores measures. I discuss the type of information provided by each measure and compare situations in which each measure
is most appropriate. Recommendations are made for best measurement practice, as well as directions for future research. Recommendations
focus on providing an operational definition of the construct being measured, selecting the most appropriate outcome measure,
and using multiple measures whenever possible to triangulate findings. 相似文献
53.
Promoting general metacognitive awareness 总被引:28,自引:0,他引:28
I describe two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they are related to domain-specific knowledge and cognitive abilities. I argue that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting learning environments that are conducive to the construction and use of metacognition. 相似文献
54.
55.
56.
Gregory Schraw 《Educational Psychology Review》2001,13(4):451-464
This article summarizes and comments upon recent research on epistemological beliefs (i.e., beliefs about knowledge and knowing). I identify four emergent themes, outline directions for future research, and draw links between current theory and educational practice. The four themes pertain to the number relationship among, development, and measurement of epistemological beliefs. I address conceptual and methodological issues in future research. I also identify four educational implications: understanding teachers' beliefs, understanding students' beliefs, promoting critical thinking, and attempting to change teachers' and students' beliefs. 相似文献
57.
Patrick T. Terenzini Laura I. Rendon M. Lee Upcraft Susan B. Millar Kevin W. Allison Patricia L. Gregg Romero Jalomo 《Research in higher education》1994,35(1):57-73
While much is known about the role of student involvement in various dimensions of student change and development, considerably
less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results
of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college;
an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences,
and themes in the processes through which students become (or fail to become) members of the academic and social communities
on their campus.
The research reported here was conducted under the auspices of the National Center on Postsecondary Teaching, Learning, and
Assessment. NCTLA is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under
Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement
should be inferred.
Presented at the 1993 AIR Forum, Chicago, May 1993. 相似文献
58.
One of the most long-standing controversies in kinesiology has been that of physical activity requirements (PARs) in corresponding degree programs. Despite a recommendation from the American Kinesiology Association to include “the practice of physical activity” in undergraduate kinesiology degree programs, some programs have PARs, while others do not. The question still remains: should physical activity be required for all kinesiology students? In this article, we build a case for PARs in kinesiology degree programs. First, we highlight the most common theoretical and practical objections to such requirements. The theoretical objections are namely dualism, materialism, and utilitarian pragmatism; the practical objections are cost, the credit crunch, and public perception. Second, and most importantly, we describe why these theoretical and practical objections fail. As unapologetic partisans on this issue, our primary aim is to highlight why PARs belong in every kinesiology degree program, regardless of concentration or area of emphasis. 相似文献
59.
The primary purpose of this study was to compare the personality profiles of adults with learning disabilities attending a large state university (8 females, 8 males) to those participating in training programs in a rehabilitation setting (8 females, 18 males), in an attempt to identify affective variables that should be considered in transitional and postsecondary program planning. A secondary purpose of the study was to compare the performance of two groups of adults with learning disabilities (i.e., university and rehabilitation) to a normative group of college students. The mean age for all subjects was between 20 and 23 years. Findings from the study indicated that the personality profiles of individuals with learning disabilities in either a rehabilitation setting or seeking a university degree are significantly different from those of the normative population of normally achieving college students. The rehabilitation group in this study demonstrated feelings of social isolation, poor self-concept, self-doubt, and extreme restlessness. Somewhat different profiles were seen with the university group as they indicated feelings of fear, obsessive thoughts, lack of self-confidence, self-doubt, and extreme self-criticism. Both groups demonstrated profiles of individuals under extreme short- and long-term stress leading to anxiety. The study also reviewed the relevance and appropriateness of using the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) that will have direct application for the assessment and intervention of adults with learning disabilities either in a rehabilitation setting or seeking a university degree. 相似文献
60.
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning 总被引:1,自引:0,他引:1
The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research
for science education. We draw on examples of self-regulated learning from the science education literature to summarise and
illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy,
2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White,
1996; Nichols, Tippins, & Wieseman, 1997; White, 1998).
We divide our discussion into two main parts. The first focuses on three components of self-regulated learning, including
cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education.
The second section focuses on six general instructional strategies for improving self-regulation in the science classroom.
We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction,
the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy
and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas
over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler
& Winne, 1995; Gunstone, 1999b). 相似文献