全文获取类型
收费全文 | 677篇 |
免费 | 8篇 |
专业分类
教育 | 539篇 |
科学研究 | 23篇 |
各国文化 | 7篇 |
体育 | 48篇 |
文化理论 | 5篇 |
信息传播 | 63篇 |
出版年
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 20篇 |
2018年 | 27篇 |
2017年 | 20篇 |
2016年 | 22篇 |
2015年 | 21篇 |
2014年 | 19篇 |
2013年 | 150篇 |
2012年 | 17篇 |
2011年 | 14篇 |
2010年 | 9篇 |
2009年 | 9篇 |
2008年 | 15篇 |
2007年 | 13篇 |
2006年 | 14篇 |
2005年 | 16篇 |
2004年 | 14篇 |
2003年 | 18篇 |
2002年 | 15篇 |
2001年 | 9篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 16篇 |
1997年 | 9篇 |
1996年 | 16篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 9篇 |
1991年 | 5篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 12篇 |
1981年 | 5篇 |
1980年 | 7篇 |
1979年 | 5篇 |
1978年 | 8篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1970年 | 4篇 |
1968年 | 5篇 |
1966年 | 4篇 |
1940年 | 3篇 |
排序方式: 共有685条查询结果,搜索用时 7 毫秒
91.
92.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
93.
95.
96.
Sixten Marklund Franz Hilker Marjorie L. Jenkins Franklin Parker Gustav Jahoda M. J. Langeveld Karl Henrik Eriksson Nicholas Hans Gilbert de Landsheere Leslie D. Mclean J. Cambon A. St. Langeland S. Wiegersma Richard F. Goodings J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251
97.
98.
The anatomy of the pelvis is complex, multilayered, and its three‐dimensional organization is conceptually difficult for students to grasp. The aim of this project was to create an explorable and projectable stereoscopic, three‐dimensional (3D) model of the female pelvis and pelvic contents for anatomical education. The model was created using cryosection images obtained from the Visible Human Project, in conjunction with a general‐purpose three‐dimensional segmentation and surface‐rendering program. Anatomical areas of interest were identified and labeled on consecutive images. Each 2D slice was reassembled, forming a three‐dimensional model. The model includes the pelvic girdle, organs of the pelvic cavity, surrounding musculature, the perineum, neurovascular structures, and the peritoneum. Each structure can be controlled separately (e.g. added, subtracted, made transparent) to reveal organization and/or relationships between structures. The model can be manipulated and/or projected stereoscopically to visualize structures and relationships from different angles with excellent spatial perception. Because of its ease of use and versatility, we expect this model may provide a powerful teaching tool for learning in the classroom or in the laboratory. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
99.
David L. Cede?o Marjorie A. Jones Jon A. Friesen Mark W. Wirtz Luz Amalia Ríos Gonzalo Taborda Ocampo 《Journal of Science Education and Technology》2010,19(5):434-437
At the Universidad de Caldas, Manizales, Colombia, we used their new computer facilities to introduce chemistry graduate students
to biochemical database mining and quantum chemistry calculations using freeware. These hands-on workshops allowed the students
a strong introduction to easily accessible software and how to use this software to begin to explore computer modeling. Each
workshop was scheduled for 2 h and each included a tutorial exercise to familiarize the students with the main menus and features
of the software. In addition, accompanying lectures and practical laboratory sections were provided. Both courses were taught
in Spanish although the written instructions were in English. This was not a problem since these students have a comfort level
with reading English. Student feedback following these workshops was highly enthusiastic and positive. This international
collaborative will impact both the teaching and research goals for this cohort of graduate students. 相似文献
100.