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461.
Results of various studies suggest that multimedia ‘case methods’ (activities associated with case documentaries) have many
benefits in university-based teacher education contexts. They can, for example, help to ‘bridge the gap’ between perspectives
and practices held by academic teacher educators and those held by student-teachers – who may adhere to perspectives and practices
commonly supported in schools. On the other hand, some studies, along with theoretical arguments, suggest that there are limits
to the effectiveness of multimedia case methods – because, for example, they can never fully represent realities of teaching
and learning in schools. Furthermore, often missing from multimedia case methods is the student-teacher in the role of teacher. To address these concerns, we modified an existing multimedia case method by associating it with a special practice teaching
situation in a school context. Qualitative data analyzed using constant comparative methods suggest that student-teachers
engaged in this modified multimedia case method developed relatively deep commitments to encouraging students to conduct technology
design projects – a non-traditional practice in school science. Factors that appeared to influence development of this motivation
included student-teachers’ pre-instructional perspectives about science and the personalization and contextualization inherent
to the modified multimedia case method.
相似文献
Erminia PedrettiEmail: |
462.
Educational programs in academic gerontology with differing formats and requirements have emerged in a variety of educational institutions across Canada and the United States during the past decade. In 1986 and 1987, two gerontology certificate programs were initiated in Calgary, Alberta, Canada. One program is offered through the Faculty of Continuing Education at the local university, the other through the community college's Department of Nursing and Allied Health. Although both programs are multidisciplinary, they differ in their relative emphasis on theory, practice, and research. The above and other differences were examined by a survey designed to probe why students from a variety of disciplines selected one of these programs over the other. It was hypothesized that variables such as preferred learning style, previous experience with specific types of educational facilities, and influence of peers and work setting would be factors influencing program selection. The results of this study lead to recommendations regarding the status of gerontological credentials in Canada and the need for students to be more aware of program choices. 相似文献
463.
Anna Parpala Sari Lindblom‐Ylänne Henna Rytkönen 《Assessment & Evaluation in Higher Education》2011,36(5):549-563
This paper explores students’ conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students’ approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students’ conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students’ conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi‐square tests. Twenty‐one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students’ conceptions of good teaching and universities should take this into account in the development process of the student evaluation system. 相似文献
464.
Abstract This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group. 相似文献
465.
Larry Hughes 《Computer Science Education》2013,23(2):127-140
The demand for assembler language programmers has dropped dramatically over the past 20 years with the advent of structured programming languages and the accessibility of hardware features from high‐level languages. Nevertheless, a course in assembler language programming is often the first, and sometimes the only, introduction a student has to a machine's hardware. For this reason alone, assembler language programming courses should not be removed from a curriculum; instead, they should be kept and taught in conjunction with modern software engineering practices. This article describes an alternative approach to teaching assembler language programming. Whereas the students are still introduced to a machine and its assembler language, they are required to write several low‐level library routines they used in introductory courses (such as ACM CS1 and CS2). Furthermore, the S‐Machine's support software allows students to study the internals of an assembler, a librarian, and a linker. 相似文献
466.
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Larry D. Hensley Whitfield B. East Jim L. Stillwell 《Research quarterly for exercise and sport》2013,84(2):133-140
Abstract Performance differences between males and females have been attributed to both biological and cultural factors, although the relative significance of each has not been ascertained. Differences in body fatness between males and females has been frequently mentioned as one biological factor responsible for variations in physical performance. In children, it has been shown that boys exhibit slightly higher performance levels than girls until adolescence, when the differences favoring the boys become greater. The purpose of this study was to investigate the relationship between selected physical performance tests and body fatness in preadolescent boys and girls. Measures of age, height, weight, skinfold thicknesses at two sites, and performance scores on the vertical jump, standing broad jump, modified pullup, 40-yard dash, and 400-yard run were obtained on 563 elementary school children. The results of a one-way ANOVA indicated that there was a significant difference between boys and girls on all of the physical performance tests. Although the boys were slightly taller and heavier and scored better than the girls on the performance tests, there was no significant difference between the sexes in the sum of two skinfolds. Separate regression equations for the sum of two skinfolds by performance on each test indicated that, with the exception of the modified pullup test, body fatness was only marginally related to performance. These findings indicated that, although inversely related to the ability to move the total body weight, body fatness was of minimal importance in explaining performance differences between young boys and girls. 相似文献
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