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611.
Eulsun Seung Lynn A. Bryan Malcolm B. Butler 《Journal of Science Teacher Education》2009,20(2):157-177
The purpose of this study was to investigate changes in preservice teachers’ understanding of the nature of science (NOS)
as a result of four activity-based interventions that represent three instructional approaches used in a middle grades science
methods course. Ten participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Data were collected using open-ended questionnaires and in-depth interviews before and after the interventions. Written artifacts
and recorded group discussions were collected during the interventions. The results of this study showed that inclusion of
various approaches to teaching NOS can contribute to developing preservice teachers’ understanding of NOS. The activities
complemented each other in the teaching of the NOS components. In addition, the preservice teachers perceived that the four
interventions were helpful in improving their understanding of NOS and in preparing them for future teaching. 相似文献
612.
Irene Titscher 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(3):81-87
Die Universität benötigt zur Umsetzung ihrer hoheitlichen und privatwirtschaftlichen Aufgaben und Ziele eine Vielzahl vertraglicher Vereinbarungen. In diesem Beitrag werden beispielhaft gewählte Vereinbarungen und einige wesentliche vertragliche Regelungen im Folgenden dargestellt und sollen als Praxisanregung bei der Vertragsgestaltung mit der Universität dienen. 相似文献
613.
The article discusses two instant measures of affective value of information objects: Willingness-to-Pay (WTP) and Experienced Utility (EU). The potential utility of these measures for information retrieval research is positioned within a broader discussion of distinctions between instant utility and remembered utility and their relationship to immediate as opposed to retrospective subjective evaluations. The paper describes an approach for obtaining instant WTP and EU ratings in document evaluation in contexts of information search and thereafter reports results from a usability study of its implementation. Participants encountered no difficulties in use of the design format and in rating documents using WTP and EU measures. Although two measures were found statistically significantly correlated with each other, participants in the usability study offered different reasons for the ratings of WTP and EU made for the same document. 相似文献
614.
Malcolm S. MacLean Bruce H. Westley 《Educational technology research and development : ETR & D》1955,3(2):119-137
Summary In these two articles we have proposed a schematic theoretical model for the study of communication, one which subsumes both
face-to-face and mass communication but is intended as an orientation to a general theory of mass communication. In addition
we have used the model as a framework for a review of a part of the literature of mass communication and have attempted a
brief assessment of the present state of our knowledge of the field.
This paper presents one application of the authors’ conceptual model of the communication process published in the last issue
of AVCR. Here they are attempting to order the existing research findings on “fortuitous” communication in relationship to
their model. Malcolm S. MacLean, Jr., and Bruce H. Westley are assistant professors of Journalism, The University of Wisconsin. 相似文献
615.
Mary Malcolm 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):33-41
What is to be captured and how it is to be reused are issues that currently dominate a learning object discourse constructed around the potential for technology to enable learning resource management through the collection and reuse and learning objects. Efficiency and quality gains are promised for institutions that engage with the learning object economy. This account of the issues surrounding current conceptions of the reusability and reuse of learning resources questions whether object‐based resource reuse can simultaneously achieve gains in both areas, and whether a learning object economy will sustain institutional development and diversity for those HEIs that participate in it. 相似文献
616.
Irene Edgar 《Assessment Update》1993,5(6):1-11
Increasingly, student outcomes assessment is being viewed as a component of comprehensive academic program review. The Hong Kong peer review process is typical of program review in the United Kingdom and Europe. In the second article in this issue, Ruth Green describes a typical U.S. program review process. —Editor. 相似文献
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