全文获取类型
收费全文 | 348篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 273篇 |
科学研究 | 23篇 |
体育 | 28篇 |
文化理论 | 9篇 |
信息传播 | 20篇 |
出版年
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 8篇 |
2018年 | 6篇 |
2017年 | 11篇 |
2016年 | 8篇 |
2015年 | 7篇 |
2014年 | 9篇 |
2013年 | 45篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 10篇 |
2009年 | 7篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 10篇 |
2004年 | 13篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 11篇 |
1999年 | 10篇 |
1998年 | 7篇 |
1997年 | 10篇 |
1996年 | 2篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 7篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 3篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 9篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1968年 | 6篇 |
1967年 | 3篇 |
1922年 | 1篇 |
1880年 | 1篇 |
排序方式: 共有353条查询结果,搜索用时 359 毫秒
81.
82.
83.
Adam B. Wilson Kirsten M. Brown Jonathan Misch Corinne H. Miller Barbie A. Klein Melissa A. Taylor Michael Goodwin Eve K. Boyle Chantal Hoppe Michelle D. Lazarus 《Anatomical sciences education》2019,12(1):61-73
While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
84.
85.
86.
Mirko Conrad Ines Fey Matthias Grochtmann und Torsten Klein 《Informatik - Forschung und Entwicklung》2005,20(1-2):3-10
Steigende Softwareumf?nge und die damit einhergehende Komplexit?tssteigerung erfordern neue Herangehensweisen an die Entwicklung
eingebetteter Fahrzeugsoftware. Als Reaktion auf diese Herausforderungen vollzieht sich seit einigen Jahren ein Paradigmenwechsel
von der klassischen Programmentwicklung hin zu modellbasierten Techniken. Der Beitrag gibt einen überblick über den Einsatz
modellbasierter Entwicklungstechniken bei DaimlerChrysler und zeigt aktuelle Forschungsschwerpunkte auf.
The growing amount of software and attendant rise in complexity demand new approaches to the development of embedded vehicle
software. For some years now, a paradigm change from classical program development to model-based techniques has been taking
place in reaction to these challenges. This paper provides an overview of the application of model-based development techniques
at DaimlerChrysler and presents the main foci of current research.
CR Subject Classification D.2.1,D.2.2,D.2.3,D.2.5,D.2.10,I.6.4,I.6.5 相似文献
87.
James D. Klein Martha S. Doran 《Educational technology research and development : ETR & D》1999,47(1):97-109
The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided. 相似文献
88.
Helmut de Rudder 《Higher Education in Europe》1999,24(4):567-581
After the Second World War, the widening of access to higher education became a central issue of higher education policy in all developed countries. Over recent decades, most of them have experienced an unprecedented expansion of higher education access, which is a matter of creating equal educational opportunities and also of assuring economic growth. This article analyzes the development of access to higher education in Germany in the transnational context of the issue and, at the same time, considers the specific German situation and its development. After more than thirty years of expansion, widening access even further is no longer the problem. Questions of quality, efficiency, and funding have come to the fore of German higher education policy. 相似文献
89.
The president’s science advisor was formerly established in the days following the Soviet launch of Sputnik at the height
of the Cold War, creating an impression of scientists at the center of presidential power. However, since that time the role
of the science advisor has been far more prosaic, with a role that might be more aptly described as a coordinator of budgets
and programs, and thus more closely related to the functions of the Office of Management and Budget than the development of
presidential policy. This role dramatically enhances the position of the scientific community to argue for its share of federal
expenditures. At the same time, scientific and technological expertise permeates every function of government policy and politics,
and the science advisor is only rarely involved in wider White House decision making. The actual role of the science advisor
as compared to its heady initial days, in the context of an overall rise of governmental expertise, provides ample reason
to reconsider the role of the presidential science advisor, and to set our expectations for that role accordingly.
相似文献
Roberta KleinEmail: |
90.