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141.
The Hunger Games is an annual event in the fictional country of Panem. Each year, 24 children (tributes) are chosen by lottery from 12 districts to fight to the death in the arena for the entertainment of the Capitol citizens. Using statistical analysis and computer simulations, we will explore the possibility that the Gamemakers, those in charge of planning the Hunger Games, fixed the lottery. Using the fictitious data from Suzanne Collins' book the Hunger Games, we show how students can learn how to perform a permutation goodness of fit test. 相似文献
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Kyle F. Gill Susan T. Arthur Ian Swaine Gavin Richard Devereux Yvette M. Huet Erik Wikstrom 《Journal of sports sciences》2015,33(6):616-621
To reduce resting blood pressure, a minimum isometric exercise training (IET) intensity has been suggested, but this is not known for short-term IET programmes. We therefore compared the effects of moderate- and low-intensity IET programmes on resting blood pressure. Forty normotensive participants (22.3 ± 3.4 years; 69.5 ± 15.5 kg; 170.2 ± 8.7 cm) were randomly assigned to groups of differing training intensities [20%EMGpeak (~23%MVC, maximum voluntary contraction, or 30%EMGpeak (~34%MVC)] or control group; 3 weeks of IET at 30%EMGpeak resulted in significant reductions in resting mean arterial pressure (e.g. ?3.9 ± 1.0 mmHg, P < 0.001), whereas 20%EMGpeak did not (?2.3 ± 2.9 mmHg; P > 0.05). Moreover, after pooling all female versus male participants, IET induced a 6.9-mmHg reduction in systolic blood pressure in female participants, but only a 1.5-mmHg reduction in systolic blood pressure in male participants, although the difference was not significant. An IET intensity between 20%EMGpeak and 30%EMGpeak is sufficient to elicit significant resting blood pressure reductions in a short-term training period (3 weeks). In addition, sexual dimorphism may exist in the magnitude of reductions, but further work is required to confirm this possibility, which could be important in understanding the mechanisms responsible. 相似文献
144.
Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding 总被引:1,自引:1,他引:0
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project,
several examples of educational software were developed to scaffold the learning of students performing high level cognitive
activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information
seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used
a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both
variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features
was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent
variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided
the researchers with significant relationships between the scaffolding features represented in the software and student motivation
and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding
use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use
in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption
that there is a positive relationship between the student use of the saving/viewing features and the students’ perception
of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation
supports the assumption that there is a positive relationship between the student use of the searching features and the students’
perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third
significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports
the assumption that there is a positive relationship between the student use of the collaborative features and the students’
ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports
the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual
understanding of photosynthesis.
This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions
or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National
Science Foundation. 相似文献
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Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
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