全文获取类型
收费全文 | 87篇 |
免费 | 0篇 |
专业分类
教育 | 53篇 |
科学研究 | 22篇 |
各国文化 | 1篇 |
体育 | 1篇 |
文化理论 | 1篇 |
信息传播 | 9篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 3篇 |
2017年 | 3篇 |
2016年 | 4篇 |
2013年 | 20篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2004年 | 1篇 |
2003年 | 4篇 |
2001年 | 1篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1989年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1933年 | 2篇 |
1931年 | 1篇 |
1930年 | 1篇 |
1926年 | 1篇 |
1907年 | 1篇 |
1902年 | 2篇 |
1900年 | 3篇 |
1899年 | 1篇 |
1898年 | 3篇 |
1897年 | 3篇 |
1868年 | 3篇 |
排序方式: 共有87条查询结果,搜索用时 32 毫秒
21.
22.
23.
24.
25.
Lyman A. Glenny 《Higher Education》1981,10(4):487-490
26.
27.
28.
29.
The acquisition and extinction of locomotor responses of rats in a straight alley were examined for groups trained under escape, partial-avoidance, and avoidance procedures. During acquisition, one group (escape) received a 0-sec delay between being dropped into the alley and the onset of shock; two groups (partial avoidance) had 0.5- and 1-sec delays; and two groups (avoidance) had delays of 2 and 4 sec. On the final day of acquisition, the partial-avoidance rats displayed higher running speeds than either the escape- or avoidance-trained animals. The 4-sec avoidance group was consistently slower than all other groups. Speeds for all groups decreased during extinction, with rate of decline showing some relation to terminal acquisition level. Relative group performance levels proved to be consistent with a simple arithmetic model based on the assumption that changes in running speeds affect the aversiveness of the situation by altering US duration, CS duration, and effective US length. 相似文献
30.
The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses. 相似文献