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171.
This article describes a service-learning collaboration between a research center at a graduate school of social work and a community college. While the goal of the collaboration was to conduct a community needs assessment of the older population of Bermuda, the project offered a unique opportunity to connect community service, teaching, and research. Students' classroom experience prepared them to play a critical role as interviewers of older adults. Participation in this project enabled students to contribute to a vital step in the process of community change. Students reported more positive attitudes toward older adults and greater interest in working with older adults as a result of this experience. Service-learning can be an effective means of teaching students about aging. 相似文献
172.
173.
This article outlines preliminary results of a complete gap analysis of the collections at the University of Houston Libraries. Methodology for a large-scale collection analysis project is explored here, including necessary collaborators for successful and accurate data collection. As well, the preliminary results of phase one of the project, studying usage by subject area and comparing to available interlibrary loan data, are outlined. Limitations and future directions for the project are also discussed. 相似文献
174.
175.
An age‐related decline in performance is typically observed in research on tasks that rely on cognitive processing. However, such declines must not be accepted as indisputable evidence that the learning efficiency of older adults is necessarily impaired. Cognitive factors such as a production deficiency in long‐term memory and/or a retrieval deficiency do operate to depress the performance of older adults. However, a number of noncognitive factors such as functional and pathological sensory deficits, psychomotor slowing, poor physical and mental health, and insufficient or excessively high motivation also mitigate against optimal performance in the aged. The learning efficiency of the aged may be improved through the use of teaching and learning techniques designed to compensate for the negative effects of both detrimental cognitive and noncognitive factors. 相似文献
176.
Irene M. Bozak 《College Teaching》2013,61(3):208-211
177.
In this paper we describe a new methodology for practical teaching in the Computer Science University Degree. The methodology
is based on the Rolling technique. This technique consists in assign, in a rotary process, tasks, activities and responsibilities
to students along an established calendar with the aim of developing a software product. Practical teaching is supported by
a student-teacher contract that describes the goal, rules, plan with stages and activities, responsibilities and even the
assessment method. Students are organized in groups and teams, emulating a company organization. They develop all the activities
of the software engineering process in order to obtain a commercial product (the goal). In this process, students take different
responsibilities over the software verification and validation, activities and tasks, and over groups and teams leadership.
Along the teaching process, comprehensive information about the working team, time invested, deliverables in each stage, and
work/students assessment is gathered. The methodology has been tested for 4 years at the University of Córdoba and the results,
described in this paper, have shown an improvement in the students learning as well as in the acquisition of attitudes and
skills mandatory for their professional development. 相似文献
178.
In “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” Stankov (in press) provides three reasons for caution against over-glorifying the academic excellence of Confucian Asian learners, namely that it may lead to a reluctance to change their rote learning approach which is not conducive to the development of 21st Century skills, that it is achieved at the cost of students' psychological well-being, and that such achievements and the associated poor psychological well-being are spurred by an unforgiving mindset. The present commentary addresses these concerns, highlighting the need to be cautious about comparing and interpreting findings from cross-cultural studies. 相似文献
179.
Metacognitive strategies that enhance critical thinking 总被引:1,自引:0,他引:1
The need to cultivate students’ use of metacognitive strategies in critical thinking has been emphasized in the related literature.
The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with
comparable cognitive ability, thinking disposition and academic achievement but with different levels of critical thinking
performance participated in the study (five in the high-performing group and five in the low-performing group). They were
tested on six thinking tasks using think-aloud procedures. Results showed that good critical thinkers engaged in more metacognitive
activities, especially high-level planning and high-level evaluating strategies. The importance of metacognitive knowledge
as a supporting factor for effective metacognitive regulation was also revealed. The contribution of metacognitive strategies
to critical thinking and implications for instructional practice are discussed. 相似文献
180.