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971.
Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes 总被引:1,自引:0,他引:1
Richard E. Mayer Andrew StullKrista DeLeeuw Kevin AlmerothBruce Bimber Dorothy ChunMonica Bulger Julie CampbellAllan Knight Hangjin Zhang 《Contemporary educational psychology》2009
What can be done to promote student–instructor interaction in a large lecture class? One approach is to use a personal response system (or “clickers”) in which students press a button on a hand-held remote control device corresponding to their answer to a multiple choice question projected on a screen, then see the class distribution of answers on a screen, and discuss the thinking that leads to the correct answer. Students scored significantly higher on the course exams in a college-level educational psychology class when they used clickers to answer 2 to 4 questions per lecture (clicker group), as compared to an identical class with in-class questions presented without clickers (no-clicker group, d = 0.38) or with no in-class questions (control group, d = 0.40). The clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other. Results are consistent with the generative theory of learning, which predicts students in the clicker group are more cognitively engaged during learning. 相似文献
972.
Julie J. Park 《Research in higher education》2009,50(7):670-690
This paper examines student attitudes towards affirmative action over 4 years of college. Asian American and Latino/a students
were more likely than White students to disagree strongly or somewhat with abolishing affirmative action after 4 years of
college. A student’s attitude towards the policy as a first-year student, peer group influence, and political orientation
were significant predictors of student attitudes of affirmative action during the fourth year of college. The findings suggest
that while college plays some role in shaping affirmative action attitudes, its influence is somewhat limited in comparison
to the background traits and attitudes that students bring to college. 相似文献
973.
This study explores the perspectives of students, teachers and parents to evaluate the use of digital portfolios as an additional
way to capture and enhance the learning of elementary students in a public school setting and as an opportunity to communicate
this learning to parents. The research questions address four problems: complex assessment of learning, parental participation,
and student and teacher satisfaction and the impact of the portfolio on teaching methods. Particularly, we are interested
in the subjective satisfaction of students, teachers and parents in the portfolio development process. We are also interested
in whether students learn to reflect constructively on their work, whether teachers have changed their teaching methods and
whether parents believe the portfolio was used or could be used for enhanced communications. 相似文献
974.
Mairi Ann Cullen Geoff Lindsay Julie E. Dockrell 《Journal of Research in Special Educational Needs》2009,9(2):100-112
The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation. 相似文献
975.
Andy Julie Plata 《桌面出版与设计》2010,(5):43-43
Andy:尘埃落定,佳能成功收购了奥西。两大公司的成功合并对于全球印刷业的发展无疑是一利好消息。你是否赞同?如果赞同,原因是什么?如果不赞同,原因是什么?请将你的意见发送至Platas@OutputLinks.com。 相似文献
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The purpose of this longitudinal study was to examine the influence of spoken dialect density on writing and on the codevelopment of reading and writing in African American English-speaking (AAE) children from first through fifth grades. The sample included 869 students, ranging in age from 5.8 to 12.5 years. Results indicated that dialect density had a negative influence concurrently and longitudinally on reading and writing in AAE-speaking children. High dialect users tended to have weak reading and writing skills and heavier dialect density slowed growth in reading and writing. However, this effect was moderated by the effects of reading and writing on each other. Reading had a facilitative effect on writing even in the presence of heavy dialect use. 相似文献