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Marcia E. Rapchak 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):68-76
ABSTRACTWith the proliferation of free and easy-to-use tools to make online tutorials, many libraries have been creating online tutorials for their users. These cover everything from showing users how to navigate the databases to covering issues like copyright and evaluation. While the tutorials range from entertaining to rather dry, many of them, regardless of their entertainment value, do not employ the methods that can lead to deeper learning. Mayer (2014a) has explored the concepts and research around online tutorials in The Cambridge Handbook of Multimedia Learning. The principles covered in the handbook and in the related research can be quite counterintuitive for those of us who create online tutorials. This article explores these principles as they relate to tutorials created for library instruction. Additional research to expand on and support Mayer's principles will be discussed to provide evidence-based strategies for deepening learning and reducing elements that detract from learning. 相似文献
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Keisha Varma Freda Husic Marcia C. Linn 《Journal of Science Education and Technology》2008,17(4):341-356
Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology
Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support
to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated
with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted
approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology
innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers
to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using
technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body
of literature that identifies and addresses barriers to integrating technology into K-12 classrooms. 相似文献
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Marcia Lebeau 《Roeper Review》2013,35(1):19-21
Law‐related education has not only broadened the content of the social studies curriculum but its goals are highly compatible with those goals for teaching gifted children. 相似文献
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Robert McKenzie 《Communication quarterly》2013,61(2):190-203
This study examines the popularity of television talk shows by linking the manner in which they are practiced to a theory of epideictic discourse. Four principles of epideictic discourse are laid out and then applied to television talk shows. The argument is presented that today's television talk shows are resonating with viewers because the epideictic form of the genre rhetorically invites the audience to perceive of the viewing experience as meaningful at more than one level. This essay concludes that television talk shows fill a timeless need for human beings to feel involved in civic discourse. 相似文献
89.
Judith A. McKenzie Savondarie G. Pillay Chris-Marie Duvenhage Erika Du Plessis Jennifer M. Jelsma 《International Journal of Disability, Development & Education》2017,64(6):596-611
Children with severe to profound intellectual disability have been excluded from education on the basis that their impairment makes them ‘ineducable’. The Western Cape Forum for Intellectual Disability challenged this notion through litigation against the South African Government. The ensuing judgement asserts the right to education of these children and outlines action steps for government to this end. We describe the actions taken by the Western Cape Education Department in responding to the requirements of the court by means of a document review. We then reflect on the implementation process, highlighting key learning points of relevance for others engaged in implementation. We note critical factors to be considered for the child, their families, special care centres, and the broader educational and legal systems. We conclude by outlining important considerations for the inclusion of these children within the education system in South Africa. 相似文献
90.
Family mealtimes have the potential to promote healthy child development. This observational study of 200 family mealtimes examined the relation between child health in a group of children (ages 5 to 12) with persistent asthma and 3 dimensions of mealtime interaction: Action, Behavior Control, and Communication. Percent time spent in Action and Positive Communication varied by asthma severity, child quality of life, and sociodemographic variables. Positive communication during mealtimes predicted child quality of life. Significant interactions between demographic variables and behavior control suggested that higher levels of behavior control affected child quality of life in the context of lower maternal education. Guidance is offered for practitioners and policy makers toward promoting healthy family mealtimes as a public health priority. 相似文献