全文获取类型
收费全文 | 522篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 406篇 |
科学研究 | 36篇 |
各国文化 | 13篇 |
体育 | 14篇 |
文化理论 | 22篇 |
信息传播 | 35篇 |
出版年
2020年 | 5篇 |
2019年 | 11篇 |
2018年 | 10篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 4篇 |
2013年 | 145篇 |
2012年 | 9篇 |
2011年 | 8篇 |
2009年 | 5篇 |
2008年 | 11篇 |
2007年 | 16篇 |
2006年 | 10篇 |
2005年 | 7篇 |
2004年 | 9篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 6篇 |
2000年 | 11篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1985年 | 4篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 4篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1974年 | 5篇 |
1973年 | 8篇 |
1972年 | 9篇 |
1971年 | 4篇 |
1969年 | 3篇 |
1968年 | 8篇 |
1967年 | 4篇 |
1965年 | 4篇 |
1964年 | 3篇 |
1963年 | 4篇 |
1960年 | 3篇 |
1917年 | 3篇 |
排序方式: 共有526条查询结果,搜索用时 36 毫秒
51.
Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching. 相似文献
52.
In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors. 相似文献
53.
Lang HG Biser E Mousley K Orlando R Porter J 《Journal of deaf studies and deaf education》2004,9(2):189-201
Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided. 相似文献
54.
The authors compared evaluations by parents and teachers of the communicative abilities of deaf children. Such comparisons between parents' and professionals' assessments of the language development of children who are deaf can provide useful information on which to base ecologically valid intervention approaches. A secondary interest of the authors was to investigate the possible influences on language development of gender, the presence or absence of cochlear implantation, and communication modality (i.e., auditory-verbal or bilingual). The study included the mothers and teachers of 14 deaf children educated in auditory-verbal or bilingual programs. Two scales from a survey instrument, Profiles of the Hearing Impaired (Webster & Webster, 1995), were used. No significant differences between the teachers' and parents' evaluations were found. Gender, cochlear implantation, and communication modality were found to have no significant effect on the evaluations. 相似文献
55.
56.
Habraken Clarisse L. Buijs Wim Borkent Hens Ligeon Willy Wender Harry Meijer Marijn 《Journal of Science Education and Technology》2001,10(3):249-256
This report describes a study which explores, from the out-of-school student viewpoint, why students are not studying chemistry anymore. In a 2-day stay at a research institution three groups of graduating high school students from different schools, together with their chemistry teacher, were confronted hands-on with molecular modeling in industry and in university. Each of these volunteer students had agreed to write an essay on School Chemistry Vs. Chemistry in Research. These essays were evaluated together by the students, the teacher, and the researcher in a meeting at their school. The opinion of the students show that school chemistry does not convey today's chemistry in research and in industry. At the computer screen the students demonstrated their skill in performing molecular modeling experiments. Moreover, at the computer screen, chemistry was fun and easier to understand. Now we begin to see the solution: our students are also our teachers. 相似文献
57.
58.
59.
AbstractThis paper focuses on understanding and exploring how a group of university engineering and science tutor educators learn and assimilate new conceptions about their role in the face of the forces of globalisation that are transforming the system of higher education. This research paper adopts the notion of the Teacher Support Team (TST) as developed by Daniels and grounded in Vygotsky’s sociocultural account of the social formation of mind. These structures of meaning provide insight into the role played by the context, the interactions, the needs and the demands of actual activities, agreements and learning processes that this group of STEM lecturers undertook as they sought to transform their usual teaching methods that were focused on individual and isolated work in order to create more innovative practices and impact on their students’ performance. The analysis of this experience, which was based on the epistemological principles of the sociocultural approach, focused on the educational model that emerges from needs that are perceived and shared through the group’s interactions, as well as the transitions that such a team undergoes in its actions and decisions. 相似文献
60.
We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms. 相似文献