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171.
Harry E. Stanton 《高等教育研究与发展》1982,1(1):57-61
A case study demonstrating how a poorly functioning academic was helped to successfully re‐organize his life and his work is described. More efficient management of time was the means through which this re‐organization took place. Details of effective time‐management techniques are given, together with data indicating the value of the approach in producing improved teaching and research performance. 相似文献
172.
Hartwig Wittje Hans Scheuerl Harald Wagner Gottfried Hausmann Herman Lange Volker Lenhart Bettina Kobialka Philip G. Altbach Colin Titmus Harry N. Drier T. Neville Postlethwaite W. D. Halls Martin Carnoy Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222
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This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university
teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true
covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of
ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of
previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors.
Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students’ similarity
judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong
relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations;
and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference
ratings. 相似文献
176.
This paper explores the influences of design on the perceptions and actions of students and teachers at four UK secondary schools. Typical post occupancy evaluations focus on environmental issues such as acoustics, lighting and temperature, using predominantly quantitative methods that often fail to explore how different environmental and social factors interact dynamically with users through time. There is also a lack of attention to the ways in which the processes of occupation may shape the experience of such spaces. This paper reports on one area of a wider study that involved case study profiling to document a range of key issues experienced by teachers and students at each of these schools, thus extending previous evidence on the ways in which habitation alters or rejects original design. These findings contribute to the development of a more holistic understanding of the ways in which design may contribute to processes of pedagogic transformation. 相似文献
177.
Harry S. Broudy 《Educational theory》1990,40(4):431-435
178.
A. Harry Passow 《High Ability Studies》1991,2(1):5-11
Research on giftedness and programs for fostering its development often neglect the affective component: the social, emotional and personal components which release (or block) a person's abilities. One problem of gifted children is that their accelerated intellectual development may outstrip affective development. Nonetheless, available research findings paint a positive picture of the social‐emotional characteristics of such children. Among other things they tend to be highly motivated, have a positive self‐concept and be particularly sensitive to social and ethical issues. This suggests that designers of learning experiences should pay greater attention to the affective aspects of instruction. All subject areas offer opportunities for stressing the affective dimension, science as much as literature. This involves creating a classroom climate which offers an “invitational” environment. The highly developed social values of gifted children suggest that they can be encouraged to apply their talents to the solution of the myriad problems with which contemporary society is afflicted. 相似文献
179.
Julia Diederen Harry Gruppen Rob Hartog Alphons G. J. Voragen 《Journal of Science Education and Technology》2005,14(5-6):495-507
One of the modules in the course Food Chemistry at Wageningen University (Wageningen, The Netherlands) focuses on quantitative
problem-solving skills related to chemical reactions. The intended learning outcomes of this module are firstly, to be able
to translate practical food chemistry related problems into mathematical equations and to solve them and secondly, to have
a quantitative understanding of chemical reactions in food. Until 3 years ago the learning situation for this module was inefficient
for both teachers and students. For this learning situation a staff/student ratio of 1/25 was experienced to be insufficient:
the level of student frustration was high and many students could not finish the tasks within the scheduled time. To make
this situation more efficient for both students and teachers and to lower the level of frustration, digital learning material
was designed. The main characteristic of this learning material is that it provides just-in-time information, such as feedback,
hints and links to background information. The material was evaluated in three case studies in a normal educational setting
(n = 22, n = 31, n = 33). The results show that now frustration of students is low, the time in classes is efficiently used, and the staff/student
ratio of 1/25 is indeed sufficient. A staff student ratio of around 1/40 is now regarded as realistic. 相似文献
180.