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281.
Klaus Krippendorf Karl Erik Rosegren Nick L. Smith Jerome Johnston James Ettema 《Communication Booknotes Quarterly》2013,44(9-10):96-97
Klaus Krippendorf, CONTENT ANALYSIS: AN INTRODUCTION TO ITS METHODOLOGY (Beverly Hills, CA: Sage, 1980---$16.00/$7.95) Karl Erik Rosegren, ADVANCES IN CONTENT ANALYSIS (Beverly Hills, CA: Sage, 1981---$25.00/$12.50) Nick L. Smith, COMMUNICATION STRATEGIES IN EVALUATION: NEW PERSPECTIVES IN EVAUATION, VOLUME 3 (Beverly Hills, CA: Sage, 1982---$22.50) Jerome Johnston and James Ettema, POSITIVE IMAGES: BREAKING STEREOTYPES WITH CHILDREN'S TELEVISION (Beverly Hills: Sage Publications, 1982---$22.95/$10.95) 相似文献
282.
283.
Brigitte Mathiak Andreas Kupfer Karl Neumann 《Informatik - Forschung und Entwicklung》2005,6(2):24-32
Mit den XML-basierten Sprachen GML, XSLT und SVG lassen sich Geodaten nicht nur anwendungsorientiert modellieren, sondern
auch karten?hnlich visualisieren. In dieser Fallstudie zeigen wir das, indem wir realistische Geodatenbest?nde der Landesvermessungs?mter
zun?chst mit der Geography Markup Language (GML) nachmodellieren. So mit GML strukturierte Daten werden dann mit der Extensible
Stylesheet Language for Transformation (XSLT) auf Elemente der Sprache Scalable Vector Graphics (SVG) abgebildet. Dabei wird
der Prozess der kartografischen Visualisierung durch XSLT-Konstrukte modelliert und auch gleichzeitig implementiert. Als Ergebnis
erhalten wir Grafiken, die den entsprechenden Karten der Landes?mter zumindest nicht un?hnlich sind. 相似文献
284.
285.
The cross‐cultural experiences of Chinese international students in Western countries have been subject to intensive research, but only a very small number of studies have considered how these students adapt to learning in an online flexible delivery environment. Guided by Berry’s acculturation framework (1980, 2005), the investigation discussed in this article aimed to address this gap by exploring the adaptation processes of Chinese international students to online learning at an Australian university. This article reports on the challenges perceived by two students from Mainland China, their coping strategies, changes in their opinions of online learning, and their respective patterns of adaptation. By presenting two indicative case studies drawn from a wider study, this article aims to demonstrate the use of Berry’s concepts as a means to frame such studies. 相似文献
286.
Karl Josef Klauer 《European Journal of Psychology of Education - EJPE》1990,5(2):191-206
Inductive reasoning can be conceived as the process of discovering regularities by finding out identity and difference with respect to attributes of and relations between objects. This assumption gives rise to the definition of a set of inductive tasks consisting of six subsets, all of which can be solved by variants of a basic strategy. Such a theory can be tested by teaching subjects the strategy, i.e. by training experiments: Inducing the postulated processes should lead to predictable improvements in certain tasks and to no improvements in other tasks. The article provides an account of the main results of about 30 experiments. The theory seems to be sound and the training approach proved to be a powerful research method: A great number of differential effects, partly considerable in amount, have been predicted and empirically tested, most of them even by several replications. Transfer effect of an inductive thinking training on intelligence test performance is about twice as great as an average test coaching effect. 相似文献
287.
The transition from “home child” to “school child” is an important social milestone and encompasses a life period that has not received as much attention as it may deserve. Poor black children, who are those with the most social interaction disabilities, seem particularly vulnerable in the early part of this transition. A further complication is that “summer learning” helps mainly well-off children, and blacks in the population-at-large are less likely to be well off than whites. Although schools do seem to be making up for the dearth of academic socialization resources in many young children's households, and in this sense are most beneficial for those who need them most, more work is needed on why schools are not filling the bill as well for the neediest blacks as they are for the neediest whites. 相似文献
288.
Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by
advocates of social Darwinism (who believed that students must be taught to survive in a “dog-eat-dog” world) and individualism
(who believed in the myth of the “rugged individualist”). Despite the resistance, cooperative learning is now an accepted,
and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary
education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional
guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of
languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive
characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory,
research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory
will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated
theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by
future research will be noted. 相似文献
289.
First-Grade Classroom Behavior: Its Short- and Long-Term Consequences for School Performance 总被引:7,自引:0,他引:7
Effects of children's classroom behavior on school performance over a 4-year period are examined for a large, representative panel of beginning first graders. Scales developed from homeroom teachers' ratings of children in the spring of their first, second, and fourth years of school are used to predict spring marks in reading and math and spring scores on verbal and quantitative subtests from the CAT battery. The teachers' ratings cluster in three domains: Interest-Participation (I-P), Cooperation-Compliance (C-C), and Attention Span–Restlessness (A-R). The I-P and A-R ratings, but not C-C ratings, affect test score gains in first grade and marks in all 3 years. Behavior ratings from Year I also affect Year 2 and Year 4 performance, with indications that effects are understated over single-year periods. The importance of assessing classroom behavior in a longitudinal framework that allows for lagged and cumulative effects is discussed. 相似文献
290.
The current research investigated the variability of school effects on intelligence development in considering two economically and socially distinct groups of children. The data came from a nationally representative sample of primary school children from urban and rural areas of China. Two standardised reasoning tests were used to assess fluid intelligence. The between-grade regression discontinuity approach was applied to disentangle the schooling effect from the age effect. Results showed that the combined effects of schooling and age were 5.09 intelligence points per year, in which the schooling effect (4.37 points) was larger than the age effect (.72 points). The patterns of schooling and age effects were different in urban and rural subsamples. For the urban subsample, the schooling effect was smaller than the age effect for children from grade 1 to 3, but the schooling effect became larger than the age effect from grade 4 to 6. For the rural subsample, however, the schooling effect was always larger than the age effect. The effect of one year of schooling for rural children (5.59 points) was larger than that for urban children (3.15 points). These results suggest that schooling effects are closely related to the context where children are growing up. 相似文献