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551.
552.
Nicholas Rose Charles Van Horn 《Educational technology research and development : ETR & D》1956,4(1):21-30
Summary and Conclusion A showing, to a small audience, before production has begun, may be useful to give a film maker advance information about
the reactions of an audience to his film. Such tests are most useful when used early in the process of production, but not
before the material available for showing to the test audience bears a systematic resemblance to the finished film. In most
cases, the story board is the earliest stage at which a film may be tested, although exceptions are found to this rule. Testing
cannot be utilized unless the producer's intent and the target audience are specified, and is most apt to be profitable when
the content is very complex or when the production unit has had no experience with a topic or technique. Useful information
may be obtained by any alert producer, but if the target audience is heterogeneous or has not been clearly specified, or if
precise and careful predictions are needed, the services of poll and survey specialists or a phsychological test constructor
should be sought.
The production of a motion picture, as anyone who has attempted it knows, involves a series of decisions. Preproduction testing
may be viewed as a sort of “decision insurance” which, although it does not guarantee the desired outcomes, increases the
probability of their occurrence.
In the preceding article, Hoban pointed out the need for prerelease evaluation of educational communications. This paper presents
a theory and a technique for the application of such evaluation. Nicholas Rose is chief clinical psychologist, Wadsworth Hospital,
Veterans' Administration Center, Los Angeles. He was formerly research director at the Department of Cinema, University of
Southern California. Charles Van Horn is research associate, Department of Cinema, University of Southern California. 相似文献
553.
The present study reexamined the relevance of auditory and visual cross-modal matching to reading ability, an issue first addressed in a seminal study by Birch and Belmont (1964). By presenting all patterns to be matched as temporal sequences of tones and lights, including intramodal as well as cross-modal conditions, and covarying memory, three problems with the Birch and Belmont design were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally: They did worse than good readers not only on cross-modal conditions but also on intramodal ones. These results were replicated in two tasks. Nonetheless, hierarchical regressions provided some indication that cross-modal abilities themselves are relevant to reading. For one of the two tasks, cross-modal performance contributed to the prediction of reading ability over and above intramodal performance. Poor readers also showed slower response times--a factor that contributed marginally to the prediction of reading independent of temporal processing. 相似文献
554.
Kelly Michael P. Feistman Richard Dodge Emily St. Rose Andresse Littenberg-Tobias Josh 《Educational Assessment, Evaluation and Accountability》2020,32(4):499-517
Educational Assessment, Evaluation and Accountability - Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments... 相似文献
555.
Context Matters: The Interrelatedness of Early Literacy Skills, Developmental Health, and Community Demographics 总被引:1,自引:0,他引:1
Nonie K. Lesaux Rose K. Vukovic Clyde Hertzman Linda S. Siegel 《Early education and development》2007,18(3):497-518
Whereas the great majority of literacy research has been focused at the child level, this study examined the relationship between early literacy rates, developmental health of the population, and demographics in 23 school communities. The results showed that school-level literacy scores were related to the physical, social, and emotional maturity of the kindergarten population, as well as community demographics, including the proportion of families in each school catchment area living below the low income cutoff, the proportion of single-parent families, and the community 5-year mobility rate. Furthermore, the proportion of children at risk for literacy difficulties varied systematically by school, ranging from 0% to 44%; this risk was strongly related to developmental health and to demographics of the school community. The implications for models of early identification and corresponding intervention programs for at-risk children are discussed. 相似文献
556.
Jessika Golle Ingo Zettler Norman Rose Ulrich Trautwein Marcus Hasselhorn Benjamin Nagengast 《Journal of research on educational effectiveness》2018,11(3):375-408
Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes. 相似文献
557.
558.
Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical modeling is treated more as a venue for learning other mathematics than as an instructional goal in its own right. From this perspective, we are compelled to ask how learning of mathematics beyond modeling may occur as students generate and validate mathematical models. We consider a diagrammatic model of mathematical modeling as a process that allows us to identify how mathematical understandings may develop or surface while learners engage in modeling tasks. Through examples from prospective teachers' mathematical modeling work, we illustrate how our diagrammatic model serves as a tool to unpack the intricacies of students’ mathematical experience while engaging in modeling tasks. 相似文献
559.
College student epistemological perspectives across knowledge domains: A proposed grounded theory 总被引:1,自引:0,他引:1
Scholars have studied epistemologicaldevelopment – or how one understands knowledgeand knowing – of college students for manyyears. Research in this domain has includedbenchmarking studies of epistemologicaldevelopment, examinations of how curricularinnovations impact epistemology, and somestudies of differences in epistemologicaldevelopment based on disciplinary areas. Thelatter group of studies has generally focusedon differences in epistemological beliefs forstudents who are studying in two differentdomains (e.g., nursing students versus physicsstudents). In this study, we qualitativelyinvestigate whether the epistemologicalperspectives of 60 science/engineering collegestudents differs across the disciplinary areasof the sciences and the humanities. Our resultsindicate that such differences do exist andinclude a proposed grounded theory thatdescribes how students' epistemologies may varyacross knowledge domains. 相似文献
560.
Rose C. Merenda 《Early Childhood Education Journal》1985,12(3):36-36
Johnny was fingerpainting, relishing the thick paint. With blue fists and fingers, he swished and swirled, around and around, over and over. His paper was a triumph of color and movement.Rose C. Merenda is an Assistant Professor and a Kindergarten Teacher at the Henry Barnard Lab School, Rhode Island College, in Providence. 相似文献