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101.
102.
103.
Nick Pilcher Alan Forster Stuart Tennant Mike Murray Nigel Craig 《European Journal of Engineering Education》2017,42(6):1477-1495
‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions welcome them for their potential to attain research grant funding and publish world-leading journal papers, ultimately enhancing institutional reputation. This polemical paper problematises the Career Academic around three areas: their institutional appeal; their impact on the student experience, team dynamics and broader academic functions; and current strategic policy to employ them. We also argue that recent UK Government teaching-focused initiatives will not address needs to employ practical academics, or ‘Pracademics’ in predominantly vocational Construction and Engineering Education. We generate questions for policy-makers, institutions and those implementing strategy. We argue that research is key, but partial rebalancing will achieve a diverse academic skill base to achieve contextualised construction and engineering education. In wider European contexts, the paper resonates with issues of academic ‘drift’ and provides reflection for others on the UK context. 相似文献
104.
Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK) 总被引:2,自引:0,他引:2
Andrew Madden Nigel Ford David Miller Philippa Levy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):255-280
A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials. 相似文献
105.
Perceptions and knowledge of preservice and inservice educators about early reading instruction 总被引:2,自引:0,他引:2
Candace Bos Nancy Mather Shirley Dickson Blanche Podhajski David Chard 《Annals of dyslexia》2001,51(1):97-120
A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in
phonological awareness and phonics improves early reading and spelling skills and results in a reduction of the number of
students who read below grade level. The purpose of this study was to examine the perceptions and knowledge of presevice and
inservice educators about early reading instruction. The results indicated that these educators expressed positive attitudes
toward explicit and implicit code instruction, with inservice educators more positive about explicit code instruction than
preservice educators and preservice educators more positive about implicit code instruction. Preservice and inservice educators
demonstrated limited knowledge of phonological awareness or terminology related to language structure and phonics. Additionally,
they perceived themselves as only somewhat prepared to teach early reading to struggling readers. These findings indicate
a continuing mismatch between what educators believe and know and what convergent research supports as effective early reading
instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher
education.
Just prior to publication, the editorial office was informed of the untimely death of the first author, Candace Bos, who died
on August 13, 2001. 相似文献
106.
Jerry Joseph Emanuel Dickson M. B. Kadam P. K. Joseph 《Indian journal of clinical biochemistry : IJCB》1991,6(1):27-29
Rats were fasted for 8 hours and then fed 3 ml of 25% (v/v) ethanol per 100g body weight and subsequently sacrificed 18 hours
later. The levels of triacylglycerols and total cholesterol were significantly raised in serum and liver of alcohol fed rats.
However, when rats were fed on aqucous extract of onions (300 mg per 100g body weight) with 25% ethanol, no rise in serum
and liver lipids was observed. Alcohol fed to the fats with or without onion extract had no effect on serum, AST, ALT and
alkaline phosphatase levels. The increase in serum urea in ethanol-fed rats was not altered in rats fed a mixture of alcohol
and onion extracts. Values of liver MDA was lower in rats fed ethanol with or without onion extract compared to controls.
Onion extract seemed to show a hypolipidemic effect in alcohol fed rats. 相似文献
107.
Cary A. Brown Rumona Dickson Anne-Louise Humphreys Vicky McQuillan Elizabeth Smears 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):140-156
Future health care professionals will require self‐directed learning skills. e‐Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e‐learning within educational programmes. The aim of this study was to determine if extra‐curricular online referencing and anti‐plagiarism lectures would be utilised and would ultimately improve 1st‐year undergraduate health sciences students’ performance in written assessments. A series of six online archived multimedia lectures (asynchronous) were offered. Adult learning theory principles guided the resource design. Pre‐ and post‐testing of knowledge, attitudes and computer skills was carried out. In‐person tutorials and online email support were also offered. Less than 36% (self‐report) of students accessed the online resources. The poor uptake revealed in this study is consistent with a number of other studies. These findings indicate the need for more careful scrutiny of the learning theory applied in e‐learning design. Prochaska's transtheoretical model is suggested as a framework with strong potential for e‐learning initiatives. 相似文献
108.
Nigel Foreman Stephen Boyd-Davis Magnus Moar Liliya Korallo Emma Chappell 《Instructional Science》2008,36(2):155-173
Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed. 相似文献
109.
Nigel Spinks Nicholas L. J. Silburn David W. Birchall 《European Journal of Engineering Education》2007,32(3):325-335
High skills are today seen as being of vital importance to economies, industries, companies and individuals. The engineering industry is no exception and the graduate engineer has a key position in this regard. In the research reported in this paper, the authors use in-depth interviews with industry experts to investigate the provision of undergraduate engineering education in the UK. The current and future skill needs of industry are examined. A typology of future engineering roles and their requisite attributes is proposed. Implications for undergraduate engineering are also discussed. 相似文献
110.
Nigel K. Ll. Pope 《Assessment & Evaluation in Higher Education》2005,30(1):51-63
While a large amount of interest has been shown in the use of peer and self‐assessment, few studies have considered the effect of stress on the students involved. None have considered whether the resultant stress itself might account for any noticeable improvements in student performance. The research presented in this paper addresses this question. An experimental design measured the effects of type of assessment and gender on student stress levels and performance. Results suggest that females are more stressed by self‐assessment than males and that being subjected to self‐ and peer assessment, while more stressful, leads to improved student performance in summative tasks. 相似文献