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991.
Frank M. Corrado 《The Journal of environmental education》2013,44(2):18-22
Abstract The purpose of this study was to evaluate an environmental education professional development course using Stake's Countenance Model as the organizational framework. A complex analysis of 10 course features using 8 evaluation instruments focused on congruence between what was intended to occur and what was actually observed to occur before, during, and after instruction. The Stake model demonstrated its effectiveness by facilitating a thorough examination of both quantitative and qualitative data during all phases of course execution. 相似文献
992.
993.
Frank A. Scott 《Journal of Experimental Education》2013,81(3):185-196
This study examined the relationship among declarative, conceptual, and procedural knowledge in the acquisition of ruler measurement skills. Sixth-grade industrial arts students were taught how to use a ruler with one of two instructional methods; the fractional method was based on an understanding of fractions, whereas the line identification method required no understanding of fractions. Results indicated that the line identification method was superior overall to the fractional method, both for the initial acquisition as well as retention of skills. This superiority occurred for questions measuring understanding of fractions but not for ruler skills, indicating that students were able to use procedural knowledge to infer conceptual knowledge. Results are discussed in terms of several models of learning that address how declarative, conceptual, and procedural knowledge interact in the learning process. 相似文献
994.
The relationships between levels of cognitive functioning as suggested by the Taxonomy of Educational Objectives, Handbook I and states of affective arousal as measured by Text Anxiety (the main variable of interest), General Anxiety, and Need for Achievement were investigated. Two separate samples were used: (1) 234 university students, and (2) 319 junior and senior class high school students.For the university sample significant negative correlations between Text Anxiety and Knowledge (recall of specific facts) and Test Anxiety and Comprehension were found. For the high school sample the negative correlation between Test Anxiety and Comprehension was significant. No significant relations between Test Anxiety and higher levels of cognitive performance were found. The results are discussed in terms of interfering effects to task performance that Test Anxiety may produce when the examinee is given no information to “workwith” and must rely essentially on memory. 相似文献
995.
Frank J. Sciara 《The Teacher Educator》2013,48(2):7-10
A large percentage of our teachers begin their careers in disadvantaged schools and are ill-equipped to cope with the problems that confront them. Dr. Sciara recommends a special program for such teachers, but, as an alternative, suggests some specific experiences which can be provided in a general student teaching situation to prepare the student teacher for service in a disadvantaged area. 相似文献
996.
997.
Frank E. X. Dance 《Communication Studies》2013,64(1):52-53
A DICTIONARY OF SPEECH PATHOLOGY AND THERAPY by S. D. Robbins, Professor Emeritus of Psychology, Emerson College, formerly President of the American Speech and Hearing Association and for twenty years Chairman of its Nomenclature Committee ... Limited Edition. Attractive stiff paperbound edition, $1.90 postpaid ... Library Text Edition, $2.95 postpaid... Sci‐Art Publishers, Harvard Square, Cambridge 38, Mass. RADIO CLASSICS, adapted by Norman A. Bailey, Romulus Linney, and Dominik Cascio. Copyright 1956, 169 pages, 8½ × 11, mimeoprint, spiral bound. Price open. Burgess Publishing Company. THE ABC's OF PLAY PRODUCING by Howard Bailey... 1955. 276 pages, $3.50... David McKay Company, Inc. NTRODUCTION TO OPERA: A Guidebook Sponsored by the Metropolitan Opera Guild. Edited by Mary Ellis Peltz with an Annotated List of Recordings by C. J. Luten … 332 pages … 51/8 × 81/8… $1.65 (Paperbound Everyday Handbook) ... Barnes & Noble, Inc. SPEAK CORRECTLY by Lillian Haut, Speech teacher, New York City Schools... 56 pages, soft cover. 5½ × 8½. $1.50 … Speech Handbooks, 105 West 72nd St., New York 23, N. Y. BUSINESS SPEAKING by James F. Clyne, Charles A. Dwyer, Edward J. Kilduff, Ralph M. Zink, all of the school of Commerce, Accounts, and Finance, New York University ... 246 pages, 10 illus., $3.75, Oxford University Press, Inc. (to be published Fall, 1956. BASIC PUBLIC SPEAKING by Paul L. Soper, Professor of English and Speech... Chairman of the Speech Staff, University of Tennessee... New second edition. 400 pages. 12 photographs. $3.85 (college ed.) ...Oxford University Press, Inc. (March, 1956) THE ROAD TO PERSUASION by William Muehl, Associate Professor of Public Speaking, Yale University … 282 pages, $3.95 … Oxford University Press, Inc. (Published September, 1956) DISCUSSION by William S. Howell, Professor and Chairman of the Department of Speech and Theatre Arts, University of Minnesota, and Donald K. Smith, Associate Professor of Speech and Theatre Arts, University of Minnesota... 1956, 292 pages, 5¾ × 82½, $4.00 … The Macmillan Company. COMMUNICATIVE READING, by Otis J. Aggertt, Associate Professor of Speech, Albion College, and Elbert R. Bowen, Professor of Speech and Drama, Central Michigan College … 1956, 480 pages, 5¾× 8½, $4.25 … The Macmillan Company. SPEECH CORRECTION IN THE SCHOOLS, by Jon Eisenson, Professor of Speech and Director of Speech and Hearing Clinic, Queens College, and Mardel Ogilvie, Assistant Professor of Speech, Queens College ... Published in November ... The Macmillan Company. LANGUAGE: A MODERN SYNTHESIS, by Joshua Whatmough, Professor of Comparative Philology and Chairman of the Department of Linguistics at Harvard University. With Appendixes, Glossary, Index; illustrated with diagrams, spectrogram, and map. Pp. ix+270. 1956. $4.75. St. Martin's Press, Inc., 103 Park Avenue, New York 17, New York. 相似文献
998.
999.
Stephen Rowland Catherine Byron Frank Furedi Nicky Padfield Terry Smyth 《Teaching in Higher Education》2013,18(2):133-141
Abstract This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK. In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field. We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from readers not in the UK. 相似文献
1000.
Abstract Networked learning aims to foster students’ knowledge construction processes as well as the quality of knowledge construction. In this respect, it is crucial to be able to analyse both aspects of networked learning. Based on theories on networked learning and the empirical work of relevant authors in this domain, two coding schemes are presented to analyse the nature of learning processes and the quality of knowledge construction in networked learning. The coding schemes were used to analyse the learning processes and learning results of students in an MSc course on land use planning at Wageningen University in which networked learning played an important role. The inter-rater reliability of both instruments appeared to be satisfactory. The relation between the two coding schemes is discussed and recommendations for future research and educational practice are formulated. 相似文献