全文获取类型
收费全文 | 757篇 |
免费 | 13篇 |
国内免费 | 3篇 |
专业分类
教育 | 493篇 |
科学研究 | 97篇 |
各国文化 | 8篇 |
体育 | 107篇 |
文化理论 | 16篇 |
信息传播 | 52篇 |
出版年
2022年 | 6篇 |
2021年 | 18篇 |
2020年 | 14篇 |
2019年 | 23篇 |
2018年 | 34篇 |
2017年 | 28篇 |
2016年 | 25篇 |
2015年 | 22篇 |
2014年 | 19篇 |
2013年 | 124篇 |
2012年 | 23篇 |
2011年 | 21篇 |
2010年 | 18篇 |
2009年 | 21篇 |
2008年 | 18篇 |
2007年 | 13篇 |
2006年 | 13篇 |
2005年 | 17篇 |
2004年 | 17篇 |
2003年 | 22篇 |
2002年 | 13篇 |
2001年 | 13篇 |
2000年 | 5篇 |
1999年 | 8篇 |
1998年 | 10篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1986年 | 6篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1982年 | 12篇 |
1981年 | 5篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1978年 | 15篇 |
1977年 | 5篇 |
1976年 | 9篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1971年 | 5篇 |
1969年 | 9篇 |
1959年 | 5篇 |
1957年 | 7篇 |
1956年 | 4篇 |
排序方式: 共有773条查询结果,搜索用时 25 毫秒
121.
Hans N. Weiler 《Prospects》1981,11(2):149-153
122.
Langeveld M. J. Idenburg Ph. J. Quattrocchi Luigi Völcker Otto de Bousingen R. Durand Gillett C. R. E. Trébous Madeleine Bohnsack Fritz Kirchhoff Hans Lauwerys J. A. L. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(3):345-359
International Review of Education - 相似文献
123.
124.
125.
Hans G. K. Hummel Rob J. Nadolski Jannes Eshuis Aad Slootmaker Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141
Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay. 相似文献
126.
127.
128.
The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students?? meaning making with representations. Our analyses demonstrate the difficulties involved in developing students?? orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem. 相似文献
129.
Silke Schworm Hans Gruber 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):272-281
University students are more responsible than school students for their own learning. The role of self‐regulated learning increases in virtual e‐learning course environments. Academic help‐seeking is an important strategy of self‐regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived threat of help‐seeking may cause this effect. Among others, giving prompts is an instructional means to support students to adequately apply academic help‐seeking . A study is presented in which the effect of giving prompts on the quantity and quality of academic help‐seeking was experimentally investigated in a blended university learning course of educational science. Compared with students who received no prompts, students with prompts about the relevance of active help‐seeking had better learning outcomes, participated more actively in online learning activities, more explicitly referred to learning contents in the forums and took more initiative in starting discussions. The perceived threat of help‐seeking could not be reduced, however. 相似文献
130.