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581.
Robin D. Morris 《TechTrends》2011,55(1):42-46
The impact of Web 3.0, also known as the Semantic Web, on online learning is yet to be determined as the Semantic Web and
its technologies continue to develop. Online instructors must have a rudimentary understanding of Web 3.0 to prepare for the
next phase of online learning. This paper provides an understandable definition of the Semantic Web and its terminology, and
then explores possible implications of Web 3.0 on online learning. The foundation of the Semantic Web is data integration.
By using metadata, “display only” data is converted to meaningful information which can be located, evaluated, and delivered
by software agents. Web 3.0 technologies will assist online instructors in the areas of course development, learner support,
assessment, and record keeping. Online students will benefit from learning personalization and knowledge construction powered
by the Semantic Web. 相似文献
582.
It is argued in this article that the human body both in health and disease cannot be fully understood without adequately accounting for the different levels of human variation. The article focuses on variation due to ancestry, arguing that the inclusion of information pertaining to ancestry in human anatomy teaching materials and courses should be carried out and implemented with care and in line with latest developments in biological anthropology and related sciences. This seems to be of particular importance in the education of health professionals, as recent research suggests that better knowledge of human variation can improve clinical skills. It is also argued that relatively small curricular changes relating to the teaching of human variation can produce significant educational gains. 相似文献
583.
Morris Thomas Howard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):633-653
International Review of Education - Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in... 相似文献
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Despite government commitment to the inclusion of children with special educational needs in mainstream schools, significant numbers of disabled children are placed in residential special schools. In the face of a distinct lack of information about the numbers or needs of these children, or about their experiences of living away from home at residential schools, the authors carried out research to examine why disabled children went to residential school, and their experiences of being there. This article focuses on the circumstances leading to a residential school placement, and the decision-making process from the point of view of local education authorities, and of parents. The paper reveals wide variations in the use of residential schools by local authorities, and conflicting views between and within authorities on the suitability of such placements. Parents' experiences are characterised by a lack of support in making very difficult decisions about the best place for their child to be, and a decision-making process dominated by delays, lack of information and conflict. 相似文献
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588.
Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches 总被引:1,自引:0,他引:1
Richard K. Wagner David J. Francis Robin D. Morris 《Learning disabilities research & practice》2005,20(1):6-15
The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the identification of English language learners with learning disabilities. We review recent developments in the field of learning disabilities concerning the need for earlier identification, the need for a more appropriate conceptualization of learning disability, and the need for more effective assessments and treatments. We discuss challenges to assessment and identification of English language learners with learning disabilities, provide examples of two approaches to meeting these challenges, and describe some remaining challenges. 相似文献
589.
Anne K. Morris 《Journal of Mathematics Teacher Education》2006,9(5):471-505
This study investigated the learning-from-practice skills that pre-service teachers possess when they enter teacher preparation programs in the United States. Two subskills were hypothesized to represent, at least in part, what is required to learn from practice: (1) the ability to collect evidence about students’ learning in order to analyze the effects of instruction, and (2) the ability to use the analysis to revise the instruction. Because it seems likely that different teaching situations and contexts reveal these learning-from-practice skills in different ways and to different degrees, this study examined the skills that pre-service teachers exhibited under two experimental conditions. Thirty pre-service teachers were asked to analyze the effects of a videotaped mathematics lesson on student learning, to support their analysis with evidence, and to use their analysis to revise the lesson. Based on the results, it appears that many entry level pre-service teachers can carry out a cause-effect type of analysis of the relationships between specific instructional strategies and students’ learning, and can use this analysis to make productive revisions to the instruction. However, prospective teachers’ ability to collect evidence that supports their analysis appears to be less developed. In addition, the type of analysis that prospective teachers carried out about the effects of instruction on students’ learning differed dramatically across the two experimental task conditions.Preparation of this article was supported by the National Science Foundation (Grant #0083429 to the Mid-Atlantic Center for Teaching and Learning Mathematics). The opinions expressed in the article are those of the author and not necessarily those of the Foundation. Thanks to James Hiebert for his comments on earlier drafts of the paper. 相似文献
590.
A report of cognitive, academic, and linguistic profiles for college students with and without learning disabilities 总被引:1,自引:0,他引:1
A comparison of cognitive, academic, and linguistic profiles for 74 college students with learning disabilities and 37 college students without learning disabilities resulted in significant differences in achievement for reading, writing, listening, and speaking. No significant differences were found for gender or the presence of a Verbal-Performance split in cognitive ability. Instruments for measuring academic and linguistic skills were similar in their ability to classify students with and without learning disabilities. These findings support the importance of using measures of multidimensional attributes, including language, for making decisions concerning the criteria for learning disabilities. 相似文献