全文获取类型
收费全文 | 681篇 |
免费 | 12篇 |
专业分类
教育 | 455篇 |
科学研究 | 53篇 |
各国文化 | 14篇 |
体育 | 77篇 |
文化理论 | 6篇 |
信息传播 | 88篇 |
出版年
2023年 | 3篇 |
2022年 | 11篇 |
2021年 | 13篇 |
2020年 | 20篇 |
2019年 | 37篇 |
2018年 | 51篇 |
2017年 | 61篇 |
2016年 | 47篇 |
2015年 | 16篇 |
2014年 | 29篇 |
2013年 | 159篇 |
2012年 | 21篇 |
2011年 | 32篇 |
2010年 | 22篇 |
2009年 | 24篇 |
2008年 | 29篇 |
2007年 | 17篇 |
2006年 | 18篇 |
2005年 | 14篇 |
2004年 | 8篇 |
2003年 | 14篇 |
2002年 | 7篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有693条查询结果,搜索用时 0 毫秒
71.
72.
73.
74.
ABSTRACTThis study focuses on how young people read and discuss two political documentary films, Labor Day and Hillary: The Movie. We were specifically interested in the impact of the film viewing and discussion on participants’ beliefs about the issues in the films, how they view evidence and expertise in the films, and how the session impacted their views of documentaries as a source. Groups were designed according to composite political scores and individuals (n?=?30) were selected to form liberal, conservative, and two mixed groups (strong and moderate) for the viewing and discussion. Our analysis illustrates the power of political ideology in shaping how expertise is viewed and how evidence is warranted in film – and the role of social context and peer discussion in this process. Implications for media and democratic education in times of political polarization are discussed. 相似文献
75.
Rebekah Inez Brau John W. Gardner G. Scott Webb Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32
We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging. 相似文献
76.
77.
Eric G. Poitras Jason M. Harley Yang S. Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3345-3360
The purpose of this study is to experimentally manipulate discourse processes hypothesized to impact the emotions students experience when interacting with handheld augmented reality devices in informal learning settings. Research conducted in the field is often limited by practical constraints, requiring heavy investments in time and resources to collect data from large samples of students. To demonstrate the feasibility of our proposed method, a guided walking tour with 60 students using a location-based augmented reality app was simulated in the context of a controlled laboratory setting. The difference between groups of students clustered into distinct profiles of positive and negative self-reported emotions was attributed to patterns in the mined dialog between students and tour guide. Furthermore, student engagement predicted the ability to recall topics covered in the tour. We discuss the implications and directions for future research in tour simulations conducted in a laboratory setting as a means to evaluate the role of mobile technologies in enhancing learning and desirable emotions. 相似文献
78.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. 相似文献
79.
INTRODUCTION Multimedia services over the Internet are be- coming popular due to the widespread deployment of broadband access. However, the conventional cli- ent-server architecture severely limits the number of simultaneous users, especially for bandwidth inten- sive applications such as video streaming. P2P net- works, on the other hand, offer a solution to the scalability problem. As a node joins a P2P network, it not only consumes resources but also contributes its bandwidth or comp… 相似文献
80.