全文获取类型
收费全文 | 211篇 |
免费 | 4篇 |
专业分类
教育 | 158篇 |
科学研究 | 30篇 |
各国文化 | 1篇 |
体育 | 17篇 |
信息传播 | 9篇 |
出版年
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 13篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 15篇 |
2016年 | 5篇 |
2015年 | 9篇 |
2014年 | 11篇 |
2013年 | 34篇 |
2012年 | 9篇 |
2011年 | 11篇 |
2010年 | 9篇 |
2009年 | 10篇 |
2008年 | 10篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有215条查询结果,搜索用时 234 毫秒
201.
202.
How can we best extend DIF research to performance assessment? What are the issues and problems surrounding studies of DIF on complex tasks? What appear to be the best approaches at this time? 相似文献
203.
Y.-F. Lam 《Journal of The Franklin Institute》1974,298(1):1-7
We present a discussion on the definitions and characterizations of the four basic types of time-invariant electrical network elements, namely: resistors, inductors, capacitors and memristors, including the nonlinear multiport cases. 相似文献
204.
Kelvin L. White 《Archival Science》2009,9(1-2):43-55
This paper summarizes some of the major themes of a larger study that used Afro-Mexicans of the Costa Chica as a case study to understand archival education in Mexico. This study seeks to provide insight on how absences of Mexicans of African descent from the official record and recordkeeping came into being in Mexico; to examine the role that education of archival professionals might play in addressing or contributing to these absences; and to produce recommendations for remedying this under-documentation—at least in part—through changes to what is currently taught in formal archival education at the university level. 相似文献
205.
This paper deals with the issue of competitive advantage among high-tech industries in emerging markets. It is argued that, for high-tech multi-national companies (MNCs) competing in emerging markets, technology leadership generates some very important competitive advantage that past research has not studied sufficiently. Data from 408 foreign-funded firms competing in China's telecommunications equipment industry provides convincing evidence supporting this argument. The results of this study highlight the need for high-tech firms to maintain technology leadership in international markets, including emerging markets. The paper concludes with a discussion on the implications of the findings. 相似文献
206.
207.
Ricky Lam 《Assessing Writing》2013,18(2):132-153
Research into portfolio assessment (‘PA’) typically describes teachers’ development and implementation of different portfolio models in their respective teaching contexts, however, not much attention is paid to student perceptions of the portfolio approach or its impact on the learning of writing. To this end, this study aims to investigate how two groups of Hong Kong EFL pre-university students (Groups A and B) perceived and responded to two portfolio systems (with each group experiencing one portfolio system either working portfolio or showcase portfolio) in one academic writing course. The case study approach was adopted and data sources included semi-structured interviews, student reflective journals, classroom observations, and analysis of text revisions. Findings indicated that students from the showcase portfolio group (Group B) were less enthusiastic about the effectiveness of PA, and queried whether it could promote autonomy in writing, while the working portfolio group (Group A) was more receptive to the experience, and considered that a feedback-rich environment in the working portfolio system could facilitate writing improvement. The paper concludes with a discussion of how PA can be used to promote self-regulation in the learning of writing. 相似文献
208.
Kelvin H. K. Tan 《Educational Research for Policy and Practice》2013,12(1):21-41
Alternative assessment is an increasingly common and popular discourse in education. The potential value and benefit of alternative assessment practices are premised on significant changes in assessment practices. Many alternative assessment practices seek and promise alternatives to tests and examinations. However, labelling a practice as ‘Alternative Assessment’ in itself is not a guarantee of meaningful departure from existing practice. Such alternative assessment practices risk retaining and perpetuating the same limitations and adverse consequences of tests and examinations they claim to avoid. Recent developments in the assessment system in Singapore have given rise to increased attention to alternative assessment as a means of alleviating negative effects of testing and high stakes examinations. The success or limitations of these attempts are helpful in understanding how alternative assessment can be understood and used in different ways, and how each way of experiencing alternative assessment may be more suited to supporting learning than others. In this article, the results of a phenomenographic study on teachers’ experiences of alternative assessment in Singapore are presented. Three conceptions of alternative assessment are identified, each depicting a particular way of understanding and using alternative assessment in schools. These findings are subsequently examined in terms of the potential for teachers to understand and use alternative assessment to enhance students learning in sustainable ways. 相似文献
209.
210.
Research into teachers' conceptions of teaching can be justified in that deep seated beliefs impact upon the way teachers teach and influence the learning approaches of their students. This study examined conceptions of teaching art, through interviews with 18 secondary school art teachers in Hong Kong. The analysis resulted in a two‐level characterisation of conceptions under broad essentialist and contextualist orientations. There were four subordinate conception categories, namely moral development in art and aesthetic development in art under the essentialist orientation, and intellectual development through art, and expression and therapy through art as sub‐categories of the contextualist orientation. The categories were defined and delimited by six dimensions. The categories were seen as clearly distinguishable but related, though not hierarchically. There was no evidence of the category scheme being culturally specific, as the majority of the teachers held beliefs which were not consistent with the traditional manner of Chinese painting. 相似文献