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311.
Jorge Franchi 《TechTrends》1992,37(2):27-30
Summary Computer-Based Training is usually based upon modular branching paradigms familiar in print-based programmed learning materials.
It successfully involves students actively in the instruction, but due to inherent limitations lacks the realism and immediacy
of television.
Interactive video is a recent development in instructional technology, merging of computers and television. This marriage
has produced a hybrid technology which can provide the structure and involvement of computerassisted instruction and the realism
of television. For interactive video to realize its potential, rigorous design and technical requirements must be satisfied.
Educators and trainers can make informed decisions about the use of CBT versus IVD by studying the large body of research
that deals with the instructional effectiveness of these technologies. Also, answering questions regarding learning outcomes,
budget constraints, and other issues is critical before committing to one medium over the other. Knowing the advantages and
disadvantages of each instructional system is key to selecting an appropriate and cost-effective instructional approach. 相似文献
312.
Jorge Balán 《Higher Education》1993,25(1):45-59
The paper describes university policies proposed by the constitutional government in Argentina since 1983. The focus is upon the shift in policies proposed by the Menem administration during the last three years. A new financial regime for national universities has been proposed, stimulating them to increase cost recovery through student fees and other mechanisms. The proposal, largely rejected by the university community which favors the traditional tuition free system, involves a broader change in the relations between the universities on the one hand, and the state and the market, on the other. Other policy issues, like university accreditation and research support at the universities, are also discussed within this context.
Resumen El trabajo describe las políticas universitarias de los gobiernos constitucionales argentinos desde 1983, enfocando en particular aquellos cambios sugeridos por la administración del Presidente Menem a partir de 1989. Una importante reforma al sistema financiero de las universidades nacionales ha sido propuesta. La proquesta de lay estimula a las universidades nacionales a incrementar los fondos propios mediante el cobro de aranceles estudiantiles y otros mecanismos. Esta reforma encuentra oposición en grupos universitarios tradicionalmente favorales a la educación universitaria gratuita, pero ella implica además cambios fundamentales en la relación de las universidades con el Estado y el mercado. Otras políticas relevantes, como ser, el credenciamiento de nuevas universidades públicas y privadas y la política de financiamiento de la investigación en las universidades, también son analizadas dentro de este contexto.相似文献
313.
314.
This study investigates how reading achievement relates to student and school characteristics in countries with different reading scores at the fourth grade level. Data comes from the Progress in International Reading Literacy Study (PIRLS) 2011 for Denmark, Sweden, and France and the multilevel analysis includes two levels: student/home and schools. The school effectiveness and the home literacy models informed the selection of the independent variables. Results show that students’ early literacy skills, home literacy practices and resources, and reading behavior are associated with reading scores in all countries. Furthermore, across different countries there are student/home universals and school particulars that explain variation in reading achievement. Educational policies should address home and school literacy skills and practices, school climate, and school composition to improve students’ reading ability. 相似文献
315.
Willingness toward organ and body donation among anatomy professors and students in Mexico
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Alejandro Quiroga‐Garza Cynthia Guadalupe Reyes‐Hernández Pablo Patricio Zarate‐Garza Claudia Nallely Esparza‐Hernández Jorge Gutierrez‐de la O David de la Fuente‐Villarreal Rodrigo Enrique Elizondo‐Omaña Santos Guzman‐Lopez 《Anatomical sciences education》2017,10(6):589-597
Most anatomists agree that cadaver dissection serves as a superior teaching tool in human anatomy education. However, attitudes toward body donation vary widely between different individuals. A questionnaire was developed to determine the attitudes toward body and organ donation among those who learn the most from cadavers: medical students, medical student teaching assistants, medical students involved in research, and anatomy professors. A cross‐sectional, prospective study was designed in which the questionnaire was distributed among first‐year human anatomy students before undertaking cadaver dissection at the beginning of the semester, and then again after a commemoration service at the end of the course. The questionnaire items included demographic data, as well as questions designed to characterize participants' attitudes regarding body/organ donation from strangers, family members, and whether participants would consider such practices with their own bodies. Out of a total of 517 students enrolled in the Human Anatomy course in the Medical School at the Universidad Autónoma de Nuevo León, Mexico during January to June 2016, 95% responded to the first (491) and second (490) surveys. Participants' opinions on their own organ donation was similar before and after exposure to cadaver dissection, with between 87% and 81% in favor of such practices, and only 3% against it, in both surveys. Participants' willingness to donate their own bodies, as well as those of family members, increased, while reluctance regarding such practices decreased by half (P < 0.0001 and P < 0.05). Professors had the highest rates of positive opinions regarding their own body donation (74.9%), with 18.8% undecided. Low opposition toward organ and body donation remains prevalent among both anatomists and physicians in training in Mexico. Anat Sci Educ 10: 589–597. © 2017 American Association of Anatomists. 相似文献
316.
ABSTRACTIn the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification. 相似文献
317.
Gvirtz Silvina Aisenstein Angela Cornejo Jorge N. Aalerani Alejandra 《Science & Education》2001,10(6):545-558
In this paper, we analyze one of the issues that has historically influenced the primary and secondary schools in Argentina: the politicization of the Natural Sciences curriculum. Here we present research findings for two particularly important cases: (a) the evolutionist theories, and (b) the teaching of Astronomy and Cosmography. These findings make it possible to reconsider the complex relationship which exists between the Natural Sciences, the scholastic institution, and politics. We conclude that the ways in which contents are selected and arranged into disciplines arise as a solutionto ideological conflicts. The role of the school in these conflicts was not that of a passive spectator but that of an active participant in the construction of knowledge. 相似文献
318.
Jorge E. Gonzalez Aaron B. TaylorAnita S. McCormick Victor VillarealMinjung Kim Erica PerezAlicia Darensbourg Rebekah Haynes 《Early childhood research quarterly》2011,26(4):475
Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population. Confirmatory factor analysis (CFA) was used to test the structure of the instrument as well as whether it is invariant across English and Spanish language versions. The scale was administered to 232 parents of preschoolers. Results of the CFA revealed that the a priori dimensions of the Familia Inventory were not supported for this sample. Follow-up analyses suggested poor fit both within and between subscales. The scale fit poorly within both English and Spanish, precluding testing of invariance across language. Supplemental analyses using exploratory factor analysis (EFA) on a subset of the items that had adequate variance suggested that a four-factor solution accounting for 53% of the variance best represented the English data and that a two-factor solution accounting for 43% of the variance best represented the Spanish data. Implications are discussed. 相似文献
319.
Jorge E. Gonzalez Ernest T. Goetz Robert J. Hall Tara Payne Aaron B. Taylor Minjung Kim Anita S. McCormick 《Reading and writing》2011,24(3):253-284
Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged
and language-minority preschool children through quality classroom processes, professional development, and instruction. More
than any previous initiative, ERF specifies what early literacy instruction should look like in preschool classrooms; however,
to date, scant research has examined the effectiveness of the program. In this quasi-experimental study, the effectiveness
of ERF preschool enrichment was evaluated through comparison with the performance of demographically similar children from
the same school district who received practice-as-usual instruction. As in previous research, ERF-enriched instruction was
found to enhance acquisition of alphabet knowledge and print concepts. Unlike previous studies, however, it was also found
to promote vocabulary development. Multilevel models were chosen to take into account the non-independence of students in
the same classroom in testing the effects of ERF. 相似文献
320.