全文获取类型
收费全文 | 84篇 |
免费 | 1篇 |
专业分类
教育 | 58篇 |
科学研究 | 4篇 |
体育 | 12篇 |
文化理论 | 7篇 |
信息传播 | 4篇 |
出版年
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 1篇 |
2017年 | 1篇 |
2015年 | 1篇 |
2014年 | 3篇 |
2013年 | 6篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2006年 | 3篇 |
2004年 | 3篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1988年 | 4篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1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85条查询结果,搜索用时 15 毫秒
51.
52.
53.
54.
The Internet has not only brought about a new technological era, but also seen the introduction of a number of emerging technologies such as e-textbooks. However, the slow acceptance of e-textbooks is an issue of concern. The objective of this study is to investigate students’ perceptions and use of e-textbooks. Data was collected by using a self-completion questionnaire and a focus group discussion. The results showed that the two major obstacles identified in literature in adopting e-textbooks, access to electronic devices and the lack of computer skills, were not an issue of concern in this study. Unfortunately, the results of this study show that although students are positive about e-textbooks, this positive attitude does not necessarily result in high usage. This has real implications for academics, as the challenge will be to encourage students to try out e-textbooks by incorporating this as part of a pedagogical model, whilst providing safeguards against academic risks. 相似文献
55.
56.
A. Harry Passow Gilbert de Landsheere A. D. C. Peterson Harold J. Noah Henry Saltzman W. D. Halls Gordon Bishop Richard F. Goodings Helmut von Bracken Franz Hilker Daniel J. Casey Donald E. Super Klaus Schleicher Neville Postlethwaite B. F. Nel Peter Martin Roeder Wolfgang Brezinka Hans Friedrich Eric Ashby Franklin Parker Ernst Prokop Clare Burstall Kenneth Austwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):328-375
57.
Dollfuss H Bauer B Declève G Verhaaren H Utard-Wlerick G Bakker S Leclerq E Murphy J 《Health information and libraries journal》2012,29(2):166-171
This is the third in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country--viz. Austria, Belgium, France and the Netherlands. Future issues will track trends in the Nordic countries, Southern Europe and Latin America. JM. 相似文献
58.
59.
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
60.
Because of the multimodal nature of learning, doing and reporting science, it is important that students learn how to interpret, construct, relate and translate scientific representations or, in other words, to develop representational competence. Explicit instruction about multimodal representations is needed to foster students’ representational competence in the classroom. However, only a handful studies have surveyed how representations are actually used in science classes. This might be because of the fact that economical instruments for assessing the use of representations in classrooms are not available. To bridge that gap, an instrument was developed, field-tested in biology classes with 175 and 931 students, respectively, and analysed using exploratory and (multilevel) confirmatory factor analyses. Results supported an instrument with six scales and 21 items at the individual and classroom levels covering the following dimensions: (1) interpretation of visual representations, (2) construction of visual representations, (3) use of scientific texts (verbal representations), (4) use of symbolic representations, (5) number of terms used in class, and (6) the extent to which active social construction of knowledge is possible in the class. The scales showed satisfactory discriminant validity and reliability at each level. Further applications of this instrument for researchers and teachers are discussed. 相似文献