全文获取类型
收费全文 | 349篇 |
免费 | 5篇 |
专业分类
教育 | 287篇 |
科学研究 | 9篇 |
各国文化 | 4篇 |
体育 | 26篇 |
文化理论 | 4篇 |
信息传播 | 24篇 |
出版年
2020年 | 3篇 |
2019年 | 15篇 |
2018年 | 15篇 |
2017年 | 24篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 85篇 |
2012年 | 12篇 |
2011年 | 8篇 |
2010年 | 12篇 |
2009年 | 13篇 |
2008年 | 13篇 |
2007年 | 20篇 |
2006年 | 6篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 4篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1922年 | 1篇 |
1908年 | 1篇 |
1898年 | 1篇 |
1847年 | 1篇 |
排序方式: 共有354条查询结果,搜索用时 109 毫秒
31.
This paper describes tests of an automated essay grader and critic that uses Latent Semantic Analysis. Several methods which score the quality of the content in essays are described and tested. These methods are compared against human scores for the essays and the results show that LSA can score as accurately as the humans. Finally, we describe the implementation of the essay grader/critic in an undergraduate course. The outcome showed that students could write and revise their essays on-line, resulting in improved essays. Implications are discussed for the use of the technology in undergraduate courses and how it can provide an effective approach to incorporating more writing both in and outside of the classroom. 相似文献
32.
Bobby Hoffman Matthew T. McCrudden Gregory Schraw Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474
This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency.
We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that
informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving
efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract
syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated
greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving
accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer
to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency
is situational and a function of the complexity of information. Educational implications and directions for future research
are suggested. 相似文献
33.
34.
“Countability not answerability?” Accountability in Hong Kong and Singapore universities 总被引:1,自引:1,他引:0
Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create “world-class” universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term “decentralised centralism” describes the kind of government control exerted in these Asian universities in the twenty-first century. 相似文献
35.
Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school.
This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions
with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature
of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’
language learning. It reinforces the importance of student engagement in social interactions with teachers and with English
other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances
for English learning interactions for students.
相似文献
Lesley A. RexEmail: URL: http://www.umich.edu/~rex/ |
36.
37.
Lesley Le Grange 《Educational Philosophy and Theory》2018,50(14):1594-1595
38.
Lynne Kendall 《Education 3-13》2019,47(2):135-147
This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to services varied across authorities. Additionally, some participants highlighted issues around the Education, Health Care Plan and subsequent annual reviews. Overall, this study offers examples of inclusive practice in the areas of supporting language and communication needs, parental partnership and transition between educational phases for children with DS. However, there are inconsistencies across providers and there is a need for more research into these areas in the future. 相似文献
39.
The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change. 相似文献
40.
The phenomenon of internationalisation of education in the twenty-first century has developed more rapidly and has been the subject of more research in higher education than in the schooling sector. This paper conducts a comparative analysis of the perspectives of school leaders, teachers and students about ‘internationalisation in practice’ in two case-study Australian independent secondary schools that adopted different approaches to internationalisation. Theoretical lenses of both interpretivism and critical theory were used to guide the research at different stages. Both qualitative and quantitative methods were used. Findings indicate that whilst globalisation is having a powerful impact on schools, local contextual factors such as school ethos, school resources, teacher values and parent demographics and expectations play a significant part in shaping how schools engage with internationalisation. Wider implications for equity, teacher education and further research and theory development are also discussed. 相似文献