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151.
152.
Rustam Shadiev Taoying Liu Wu-Yuin Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):709-720
Familiarity with learning contexts is important in the field of mobile-assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or what the affordances of familiar contexts are for language learning. To address this gap, the authors in this study reviewed research articles related to MALL in familiar, authentic environments published in the past 10 years. The reviewed articles were from journals published in the Social Science Citation Index between 2009 and 2018. The main aim of this study was to review the published articles to understand (1) pedagogical approaches, (2) data collection, (3) locations, (4) affordances of authentic environments and (5) issues in MALL research. The results revealed that the most frequent items in reviewed articles were task-based learning and communicative language teaching (pedagogical approaches); questionnaires, pretest and posttests and interviews (data collection); the local community and campus (locations); daily encounters, language learning and cognitive load (affordances of authentic environments); and small sample sizes and short-term interventions (issues in MALL research). Based on the results, the authors in this study made several suggestions and provided implications for educators and researchers in the field about MALL in familiar, authentic environments. 相似文献
153.
One new species of the genus Asarum (Aristolochiaceae) is described fr-om Hongkong, i.e. Asarum hongkongense S. M. Hwang et T. P. Wong Siu. 相似文献
154.
155.
The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory
Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratory sessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissection laboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved. 相似文献
156.
Face-ism describes a phenomenon in which men are presented with more facial prominence in images than are women. Previous theorists have ascribed this phenomenon to social causes. However, occurrence of face-ism across historical and cultural contexts suggests the possibility of biological influence. The current study aimed to explore face-ism through the intersection of social influence and biological factors via the investigation of photographs of women of different ages and social standing within the context of academia. Results show that graduate students displayed the face less prominently than both tenured and nontenured faculty. Additionally, younger women displayed the face less prominently than older women. 相似文献
157.
In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics
laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to
find out some useful guidelines in developing such discussion forums for learning purposes. We adapted Henri’s framework and
models (1992) for our analysis. The content analysis was conducted in terms of participation rate, social cues, interaction
types, and cognitive and metacognitive skills. In this study, we compared the result patterns of two discussion conditions
(‘required’ (R-) condition versus ‘non-required’ (NR-) condition) of a non-course-based discussion forum and investigated
how the quality of message content changed in the processes of discussion. In the R-condition, participants were required
to reply to the thread before they were allowed to read other messages on the forum, whereas participants in the NR-condition
were not restricted to this demand. The results showed that for both conditions, the most frequently involved interaction
type was ‘direct response’, and the most frequently used cognitive skill was ‘elementary clarification’. Fewer participants
of the R-condition strayed from the subject under discussion in comparison to the NR-condition. However, larger percentage
of message content containing metacognitive components was found in the NR-condition. When taking the sequences of postings
into account, we found that for the R-condition, the percentage of metacognitive component in the message content tended to
increase in the up-third postings, whereas for the up-third postings of the NR-condition the percentage of non-cognitive components
substantially increased. Overall, the results of our study indicated that the way in which participants used cognitive and
metacognitive skills during the discussions was related to the discussion conditions. The initial requirement of reply fostered
the use of cognitive skills, but it did not necessarily induce the use of high-level cognitive or metacognitive skills. We
concluded that beside the discussion conditions the moderators’ guidance would be influential in determining the quality of
online discussion on a non-course-based discussion forum.
in final form: 19 August 2005 相似文献
158.
Colin Williams Pieter Kok Hwang Lee Jonathan P. Dowling 《Informatik - Forschung und Entwicklung》2006,21(1-2):73-82
Quantum information theory holds the promise of revolutionizing technologies other than computing
and communications. In this article we show how quantum entanglement can be harnessed to beat the Rayleigh
diffraction limit of conventional optical lithography, and to permit nano-devices to be fabricated at a scale
arbitrarily shorter than the wavelength used. Given the relative ease of performing optical lithography
compared with other schemes, and the relative costs associated in migrating the lithography industry to
each new fabrication technology, exploiting quantum entanglement to extend the useful life of optical lithography
could be economically attractive. 相似文献
159.
160.
Researchers have shown that the five major dimensions of personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and two additional factors (irritability and positive activity) are evident from adolescence. This study attempted to replicate and extend these results in a longitudinal study of 102 Swedish children, followed from 2.3 to 15.2 years of age. Item analyses revealed consistently reliable irritability, conscientiousness, and positive activity factors, whereas the internal reliability of the extraversion, agreeableness, neuroticism, and openness to experience factors increased over time. Irritability and positive activity were not independent of the other factors. Scores on most of the personality factors were fairly stable over time. Over time, children became less extraverted, more agreeable, and more conscientious. Neuroticism and openness to experience increased in Phase III, although openness then decreased in Phase V. Validity of the original factors was demonstrated by correlations with independent assessments of the children's cognitive performance and adjustment to school. 相似文献