全文获取类型
收费全文 | 119篇 |
免费 | 2篇 |
专业分类
教育 | 90篇 |
科学研究 | 5篇 |
体育 | 15篇 |
文化理论 | 7篇 |
信息传播 | 4篇 |
出版年
2023年 | 1篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 2篇 |
2018年 | 1篇 |
2016年 | 1篇 |
2015年 | 2篇 |
2014年 | 3篇 |
2013年 | 10篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 2篇 |
2006年 | 3篇 |
2004年 | 5篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 7篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1974年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
1958年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有121条查询结果,搜索用时 14 毫秒
91.
The present study aims at investigating which factors are relevant to induce teachers’ student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined. Results from a four-step hierarchical regression reveal that student-centered classroom computer use could be significantly predicted by certain contextual factors: the type of school (secondary modern and high school), the existence of an ICT school policy plan, as well as by the individual teacher characteristics of belief in constructivist pedagogy and their frequency of classroom computer use. The final regression model accounted for approximately 31% of the variance in the outcome measure for these factors. 相似文献
92.
93.
94.
95.
96.
97.
98.
Robert A. Reiser 《Educational technology research and development : ETR & D》1980,28(3):194-202
This study examined the interaction effects of three pacing procedures and perception of locus of control on student final
examination performance in a PSI course. College students identified by the Rotter Internal-External Locus of Control Scale
as expecting external reinforcement performed better under the reward and control conditions, and those identified as expecting
internal reinforcement did better under the penalty condition. Student anxiety was postulated as having been a factor affecting
performance.
The author thanks Richard L. Tate for his helpful comments on earlier drafts of this article. Thanks are also extended to
Richard R. Lee, Frances S. Holley, Jane C. Wager, and Dee H. Andrews for their assistance in conducting the study reported
here. 相似文献
99.
Zhen?Ru?DaiEmail author Jens?Grabowski Helmut?Neukirchen Holger?Pals 《浙江大学学报(A卷英文版)》2004,5(11):1327-1335
In late 2001,the Object Management Group issued a Request for Proposal to develop a testing profile for UML2.0. In June 2003,the work on the UML 2.0 Testing Profile was finally adopted by the OMG. Since March 2004,it has become an official standard of the OMG. The UML 2.0 Testing Profile provides support for UML based model-driven testing. This paper introduces a methodology on how to use the testing profile in order to modify and extend an existing UML design model for test issues. The application of the methodology will be explained by applying it to an existing UML Model for a Bluetooth device. 相似文献
100.
Robert A. Reiser Walter Dick 《Educational technology research and development : ETR & D》1990,38(3):43-50
This article describes a new model for evaluating instructional software. Also described is a study in which the new model was field tested. Unlike most such models, which focus on the instructional and technical characteristics of software, the model focuses on the extent to which students learn the skills a software package is intended to teach. It is argued that by using this approach, educators will be better able to reliably identify software that is instructionally effective. 相似文献