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121.
Patrick Meredith 《Instructional Science》1972,1(3):343-361
In the communication of scientific concepts the nature of instruction is such that the instructor must frequently be more explicit than the scientist himself. The naive questions of students often raise problems of fundamental semantic and philosophical importance ignored by scientists. Many of the epistemic problems so raised require a clarification of the relations between space and time. The present paper discusses the empirical conditions for this clarification.The first part of this article appeared in Instructional Science Vol. 1 No.1. 相似文献
122.
Kelly M. Harrell Melissa J. McGinn Cherie D. Edwards Kenneth Warren Foster M. Alex Meredith 《Anatomical sciences education》2021,14(5):536-551
In early 2020, the Covid-19 crisis forced medical institutions worldwide to convert quickly to online platforms for content delivery. Although many components of medical education were adaptable to that format, anatomical dissection laboratory lost substantial content in that conversion, including features of active student participation, three-dimensional spatial relationships of structures, and the perception of texture, variation, and scale. The present study aimed to develop and assess online anatomy laboratory sessions that sought to preserve benefits of the dissection experience for first-year medical students. The online teaching package was based on a novel form of active videography that emulates eye movement patterns that occur during processes of visual identification, scene analysis, and learning. Using this video-image library of dissected materials, content was presented through asynchronous narrated laboratory demonstrations and synchronous/active video conference sessions and included a novel, video-based assessment tool. Data were obtained using summative assessments and a final course evaluation. Test scores for the online practical examination were significantly improved over those for previous in-person dissection-based examinations, as evidenced by several measures of performance (Mean: 2015–2019: 82.5%; 2020: 94.9%; P = 0.003). Concurrently, didactic test scores were slightly, but not significantly, improved (Mean: 2015–2019: 88.0%; 2020: 89.9%). Student evaluations of online sessions and overall course were highly positive. Results indicated that this innovative online teaching package can provide an effective alternative when in-person dissection laboratory is unavailable. Although this approach consumed considerable faculty time for video editing, further development will include video conference breakout rooms to emulate dissection small-group teamwork. 相似文献
123.
Background: Within the field of coach development, previous research has ascertained that elite coaches learn through a variety of formal, non-formal, and informal sources. Little is known, however, about how coaches from different coaching contexts such as recreational and developmental learn to coach.Purpose: The purpose of this study was to investigate how coaches from youth recreational and developmental coach contexts access and appreciate various coach learning sources, and whether there were any differences between these two contexts.Data collection and analysis: Basketball and soccer coaches (N?=?758) from the two different contexts (recreational and developmental) were recruited through their respective sport organizations to participate in an online questionnaire about their coach learning. Specifically, they were asked about which learning sources they consulted and how helpful they found each source to be. The two groups were compared using chi-square and odd ratios, independent t-tests, and factorial ANOVA analyses.Findings: Findings suggest that developmental coaches access a greater number of learning sources than do recreational coaches; however, for most sources both groups of coaches report the same level of helpfulness. Together, these findings suggest that the specific coaching context (recreational versus developmental) is an important consideration when examining coach learning. 相似文献
124.
Meredith L. T. Montgomery Blythe Shepard Hildah Mokgolodi Mingyi Qian Mei Tang 《International journal for the advancement of counseling》2018,40(4):343-364
The professionalization of counseling is an ongoing process that is occurring globally. A review of the literature identified counselors, counselor educators, clients, government agencies, accrediting bodies, universities and public opinion as influencers on professionalization. Leaders from three different countries were invited to respond to questions developed from a literature review of professionalization in cross-cultural settings. This article summarizes the lived experiences of best practices, lessons learned, current needs, and outlooks of professionalization in their various countries. The intention was to contribute concrete information from industry leaders to share insights for ongoing standardization efforts in global settings. 相似文献
125.
Michael F. Brown Elizabeth Digello Michelle Milewski Meredith Wilson Michael Kozak 《Learning & behavior》2000,28(3):278-287
Rats searched for food hidden on top of poles in a 4 × 4 matrix of poles. Before each trial, the location of the four baited poles was unpredictable. However, the poles were always baited in one of two spatial patterns, either a square or a line. The food hidden on the four baited poles was one of two types, and the food type determined the identity of the pattern. Thus, once one baited pole was discovered, the food type provided a cue for the spatial pattern in which the remaining food was hidden. The results showed that rats learned the two spatial patterns in which the food was hidden and used the conditional cue to determine which pattern was relevant on individual trials, thereby increasing the efficiency of spatial search. 相似文献
126.
Ana Claro Maria J. Melo J.Sérgio Seixas de Melo Klaas Jan van den Berg Aviva Burnstock Meredith Montague Richard Newman 《Journal of Cultural Heritage》2010,11(1):27-34
Red lake pigments and dyes used in works of art were characterized by microspectrofluorimetry, a new tool in the field of cultural heritage. Emission and excitation spectra were obtained with high spatial resolution (8–30 μm) in cross-sections from paintings by Vincent van Gogh and Lucien Pissarro and from millenary Andean textiles. The fluorophores were identified by comparing their spectra with those from historic reconstructions assembled in a database. In the paints, purpurin and eosin lakes were detected. In the Paracas and Nasca textiles, dated from 200 B.C. to A.D.1476, purpurin and pseudopurpurin were the red dyes used. Carminic acid was detected in textiles dated close to the Inca Empire, A.D. 1000–1476. The results obtained with this new technique were confirmed and are in agreement with those obtained with conventional methods, requiring microsampling, such as HPLC-DAD-MS and SEM-EDX. 相似文献
127.
128.
Amy E. Skinder‐Meredith 《Anatomical sciences education》2010,3(5):234-243
Courses in anatomy have traditionally relied on lectures and cadaver dissection laboratories. In speech and hearing sciences, there tends to be less access to cadavers than in medical schools and other allied health professions. It is more typical to use anatomical models, diagrams and lecture slides. Regardless of the resources available, anatomy is a subject that lends itself to hands‐on learning. This article briefly reviews teaching methods and describes a variety of innovative activities to enhance learning of anatomical concepts and clinical relevance of anatomy for speech production. Teaching strategies and activities were developed to capitalize on students' multimodal learning preferences as revealed by responses to a survey administered to 49 undergraduates in the beginning of an anatomy of speech production course. At the end of the semester, students completed a second survey. A five‐point Likert scale was used to assess the usefulness of each activity as a learning tool or level of clinical relevance and the level of enjoyability. The responses were overwhelmingly positive with level of usefulness and level of clinical relevance rated higher on average than the level of enjoyment. Anat Sci Educ 3:234–243, 2010. © 2010 American Association of Anatomists. 相似文献
129.
130.
Previous research suggests that presenting redundant nonverbal semantic information in the form of gestures and/or pictures may aid word learning in first and foreign languages. But do nonverbal supports help all learners equally? We address this issue by examining the role of gestures and pictures as nonverbal supports for word learning in a novel (e.g. original/pretend) language in a sample of 62 preschoolers who differ in language abilities, language background, and gender. We tested children’s ability to learn novel words for familiar objects using a within-subjects design with three conditions: word-only; word + gesture; word + picture. Children were assessed on English translation, immediate comprehension and follow-up comprehension 1 week later. Overall performance on the tasks differed by characteristics of the learners. The importance of considering the interplay between learner characteristics and instructional strategies is discussed. 相似文献