全文获取类型
收费全文 | 264篇 |
免费 | 10篇 |
专业分类
教育 | 202篇 |
科学研究 | 20篇 |
各国文化 | 3篇 |
体育 | 11篇 |
文化理论 | 8篇 |
信息传播 | 30篇 |
出版年
2023年 | 3篇 |
2022年 | 2篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 14篇 |
2018年 | 18篇 |
2017年 | 16篇 |
2016年 | 19篇 |
2015年 | 7篇 |
2014年 | 16篇 |
2013年 | 46篇 |
2012年 | 16篇 |
2011年 | 14篇 |
2010年 | 6篇 |
2009年 | 10篇 |
2008年 | 8篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 7篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1977年 | 2篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有274条查询结果,搜索用时 15 毫秒
231.
玛林娜·吉布拉泽 《南京师范大学文学院学报》2002,(4):132-139
本意在比较汉语与格鲁吉亚语语音系统并从格鲁吉亚语的语音特点出发审视格鲁吉亚鲁吉亚学生的汉语教学。本通过汉语与格鲁吉亚语语音的比较,认为格鲁吉亚学生学汉语语音的基本难点在于汉语元音和声调及少数辅音的发音上,指出了发音困难的原因,并提出了解决困难的办法。 相似文献
232.
Louis M. Herman David S. Matus Elia Y. K. Herman Marina Ivancic Adam A. Pack 《Learning & behavior》2001,29(3):250-264
We assigned gestural symbols to nine body parts of a bottlenosed dolphin (Tursiops truncatus). The dolphin was first trained to touch any floating object it chose with the body part indicated by a gestural symbol. In Experiment 1, we tested the dolphin’s ability to now touchspecific gesturally referenced objects using specific gesturally referenced body parts. In Experiment 2, we tested its ability to either touch or toss gesturally referenced objects with gesturally referenced body parts or to simply display those body parts or shake them back and forth. The acts of touching, tossing, displaying, and shaking were each associated with specific gestures and appeared in random sequences within test sessions. The results demonstrated highly significant levels of performance throughout these tasks, including many successes on the first occasions of new body-part uses. These findings provided strong evidence that the gestural symbols we used for body parts were semantically processed and understood by the dolphin as representing those body parts. 相似文献
233.
Maria Kordaki Marina Papastergiou Panagiotis Psomos 《Education and Information Technologies》2016,21(4):837-862
The aim of this work was twofold. First, an empirical study was designed aimed at investigating the perceptions that entry-level non-computing majors -namely Physical Education and Sport Science (PESS) undergraduate students- hold about basic Computer Literacy (CL) issues. The participants were 90 first-year PESS students, and their perceptions were elicited through a written questionnaire. The data analysis revealed scientifically acceptable perceptions as well as various empirical, vague, incomplete and erroneous perceptions. Second, those students’ prior knowledge was utilized to design and implement an Educational Computer Card Game (ECCG) aimed at helping PESS students overcome their conceptual difficulties and approach the aforementioned CL issues in a scientifically consistent manner. The ECCG was designed taking into account basic digital game-based learning principles in combination with basic aspects of social and constructivist perspectives to learning. The ECCG was also pilot-tested in the field with real students, and the results were encouraging. 相似文献
234.
Martin Brunner Ulrich Keller Marina Wenger Antoine Fischbach Oliver Lüdtke 《Journal of research on educational effectiveness》2018,11(3):452-478
To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. 相似文献
235.
This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates—the role ethics plays in teacher education, the primary objectives of ethics education for teachers, recommended teaching and learning strategies, and challenges to introducing ethics curriculum—and maps out how opinions on these matters have evolved over the three decades since the initial publication of Strike and Soltis’ seminal book, The Ethics of Teaching. In light of the review’s results, the article identifies critical deficits in this literature and proposes a set of recommendations for future inquiry. 相似文献
236.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
237.
Higher Education - As the development of technical aids for telework has progressed, work has become more flexible in time and space. Among academics, the opportunity to telework has been embraced... 相似文献
238.
Papastergiou Marina Mastrogiannis Iakovos 《Education and Information Technologies》2021,26(3):2981-3007
Education and Information Technologies - The aim of this study was twofold: (a) the design and development of a set of open, interactive, digital Learning Objects (LOs) for high school Physical... 相似文献
239.
Marina E. Johnson Mark L. Berenson 《Decision Sciences Journal of Innovative Education》2019,17(3):214-238
AACSB has now mandated that analytics be integrated into the undergraduate business curriculum. Given that the subject of statistics provides the underpinnings of the developing discipline of business analytics, this article focuses on effective course delivery aimed at enhancing the learning of introductory business statistics in the modern world of big data. To this end, the choice and use of computational software tools are essential to the successful delivery of the course. A set of seven competing tools are compared and contrasted, their advantages and disadvantages are discussed, and a link is provided to show demonstrations of needed instructions and resulting output. 相似文献
240.
Marina U. Bers 《Journal of Science Education and Technology》2007,16(6):537-552
This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children)
and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational
robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical
and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology.
Results from this project address different ways in which parents and children learn together and provide insights into how
to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills
such as robotics and new technologies.
相似文献
Marina U. BersEmail: |