全文获取类型
收费全文 | 270篇 |
免费 | 1篇 |
专业分类
教育 | 166篇 |
科学研究 | 30篇 |
各国文化 | 3篇 |
体育 | 30篇 |
文化理论 | 2篇 |
信息传播 | 40篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 15篇 |
2017年 | 15篇 |
2016年 | 19篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 53篇 |
2012年 | 23篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 7篇 |
2008年 | 12篇 |
2007年 | 8篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1976年 | 1篇 |
1972年 | 1篇 |
1944年 | 1篇 |
1865年 | 1篇 |
1826年 | 3篇 |
排序方式: 共有271条查询结果,搜索用时 156 毫秒
181.
This article presents the findings of a study of 94 Postgraduate Taught Masters programmes (PGTMs) offered in twelve Higher Education Institutions (HEIs) in the UK. It is based on interviews with administrators and with degree programme directors. Documentation was also analysed. The study was commissioned by the HEQC/QAA as a result of the recommendations of the Harris and Dearing Reports. The study reveals wide variation in regulatory frameworks relating to Masters programmes and in the design of programmes, but consensus on the defining characteristics of work at this level and the nature of benefits that students obtain. While institutional procedures for initial approval and validation appear to be rigorous and effective, the ongoing assurance and monitoring of standards is heavily dependent on the external examiner system and informal academic networks with virtually no systematic staff development or benchmarking in place. Several issues are identified in relation to the proposed national typology of courses/levels. 相似文献
182.
183.
184.
When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information under audio-visual conditions (Experiment 2) were explored in a cognitive load theory framework. It was hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to our innate ability to learn by observing. For transient information in long sections, animations should lose their superiority over static graphics, due to working memory overload associated with large amounts of transient information. Similarly, the modality effect under which audio-visual information is superior to visual only information should be obtainable using short segments but disappear or reverse using longer segments due to the working memory consequences of long, transient, auditory information. Results supported the hypotheses. The use of educational technology that results in the transformation of permanent into transitory information needs to be carefully assessed. 相似文献
185.
Christoph Selter Susanne Prediger Marcus Nührenb?rger Stephan Hu?mann 《Educational Studies in Mathematics》2012,79(3):389-408
Subtraction can be understood by two basic models—taking away (ta) and determining the difference (dd)—and by its inverse
relation to addition. Epistemological analyses and empirical examples show that the two models are not relevant only in single-digit
arithmetic. As curricula should be developed in a longitudinal perspective on mathematics learning processes, the article
highlights some exemplary steps in which the inverse relation is discussed in light of the two models, namely mental subtraction,
the standard algorithms for subtraction, negative numbers and manipulations for solving algebraic equations. For each step,
the article presents educational considerations for fostering a flexible use of the two models as well as of the inverse relation
between subtraction and addition. In each section, a mathe-didactical analysis is conducted, empirical results from literature
as well as from our own case studies are presented and consequences for teaching are sketched. 相似文献
186.
187.
188.
189.
190.