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The teaching of computer programming can benefit from looking ahead towards the needs of experienced programmers, who routinely use industrial strength programming environments. Two of the main attributes of such environments are (a) their ability to scale up to handle large examples and (b) the way they facilitate visualization of program execution. We describe our approach to software visualization, a collection of techniques which allows beginners to see the innards of program execution clearly and at the same time allows experts to view high level program abstractions which help them home in quickly on buggy code. This approach can be combined with recent developments in Intelligent Tutoring Systems (ITSs) and has the added benefit of allowing students to explore on their own using a discovery-based paradigm. Were-work some well known examples from the ITS community and show how our approach scales up to handle a more sophisticated problem involving a 7,500 line operating system. 相似文献
604.
Marc Prensky 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1004-1019
In the companion article, Spirit of the Game: Empowering Students as Designers in Schools?, author Cher Ping Lim puts forth strong arguments supporting the creation and use of curricular, educational games in our schools and education. His essay ends with the question ‘Can students build such games?’ This paper responses to this question and provides examples of how students can design and build games within the school curriculum to enhance engagement in the classrooms. Two approaches are suggested: Mini‐game‐based curriculum and complex game for entire course. 相似文献
605.
Marschark M Pelz JB Convertino C Sapere P Arndt ME Seewagen R 《American educational research journal》2005,42(4):727-761
This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students' learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experiments consistently indicated no differences in learning between three-dimensional and two-dimensional presentations among hearing or deaf students. Analyses of students' allocation of visual attention and the influence of various demographic and experimental variables suggested considerable flexibility in deaf students' receptive communication skills. Nevertheless, the findings also revealed a robust advantage in learning in favor of hearing students. 相似文献
606.
Marc J. Schniederjans Eyong B. Kim 《Decision Sciences Journal of Innovative Education》2005,3(2):205-221
Web‐based education is a popular format for the delivery of college courses. Research has shown that it may not be the best form of education for all students. Today, many students (and student advisors) face a choice in course delivery format (i.e., Web‐based or more traditional classroom courses). This research study examines the relationship between student personality characteristics and their achievement scores as a means of identifying predictors of academic success in an undergraduate business program using Web‐based education. The results of the study show that four basic personality characteristics are highly correlated to student achievement in Web‐based courses. Use of these personality characteristics as variables in a regression model is shown to be a highly accurate predictive tool to aid students in the decision as to whether to take a particular Web‐based course format or a more traditional classroom course. 相似文献
607.
Ellen Sjoer Bente Nørgaard Marc Goossens 《European Journal of Engineering Education》2016,41(3):353-368
The concept of Knowledge Triangle (KT) links together research, education and innovation and replaces the traditional ‘one way’ flow of knowledge, essentially from research to education, by a ‘both ways’ circular motion between all the corners of a triangle that, besides research and education, also includes innovation, the ‘poor relation’ of many universities. What are the main issues – barriers and drivers – and what could be done in order to make the concept of KT a strong reality in engineering education? In this paper, the authors intend to bring some answers by analysing three cases coming from actors operating at the three corners of the KT: students, academic staff and engineers in industry. 相似文献
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Building on J. Dewey's (1907) original work with the laboratory school, the College of Education and Health Professions at the University of Texas–Arlington is expanding the original concept to include partners throughout a school system and the community in order to support and advance learning in multiple learning environments. The goal is to establish a network of schools, administrators, teachers, graduate students, and policymakers; not necessarily everyone, but a critical mass of vested partners working collaboratively in what we call a Research Schools Network (RSN). The Network uses the new field of Mind, Brain and Education (MBE) to develop a theoretical and practical foundation for addressing educational challenges in the community. This article explores how the college has partnered with Arlington Independent School District (AISD), neighboring universities, the business community, and our state representative to develop and define new paradigms that not only promote MBE as an academic field, but also inform and are informed by the community it seeks to serve. 相似文献
610.
The effects of civic education on political knowledge. A two year panel survey among Belgian adolescents 总被引:1,自引:0,他引:1
Marc?HoogheEmail author Ruth?Dassonneville 《Educational Assessment, Evaluation and Accountability》2011,23(4):321-339
Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the
currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have
shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate
whether civic education efforts at school contribute to political knowledge levels. The analysis is based on the Belgian Political
Panel Survey, a 2 year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects
at school contribute significantly to political knowledge levels 2 years later on. Furthermore, we can observe an interaction
effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics,
on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have
strong cognitive effects, but that these effects are not always related to classical civic education efforts and we discussion
the policy implication for civic education. 相似文献