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311.
CMG Information Services, or CMG (formerly College Marketing Group), has been maintaining a database of U.S. college and university teaching faculty since the mid-1970s. The database is primarily used by scholarly, academic, and college text-book publishers to promote their books by direct mail. One of the features that makes the database valuable to publishers is that it contains all the courses taught by each faculty member. The number and kinds of courses taught over the period of time that the database has been maintained affords a unique perspective on some of the changes occurring in the academic world. John F. Hood is senior vice president of CMG Information Services. Formerly known as College Marketing Group, CMG developed and introduced the first college faculty database for college text and academic publishers in 1973.  相似文献   
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Seattle University recently decided to replace three separate, computerized student-information systems with a single, integrated system. The complexity of this decision was managed with a multicriteria method which was used to evaluate alternative systems. The method took into account the many and sometimes conflicting concerns of the people who would use whatever system was finally selected. Multicriteria analysis not only provided a way of managing a large amount of information, but apparently reduced people's resistance to change. The method is simple in structure and can be adapted to different kinds of decisions and decision-making processes encountered by institutional researchers.Presented at the Twenty Eighth Annual Forum of the Association for Institutional Research, Phoenix, Ariz., May 1988.  相似文献   
314.
As tinkering and making spaces proliferate in museums, many researchers, practitioners, funders, and policy‐makers seek to understand what constitutes learning‐through‐tinkering. To support discussion of tinkering‐based learning, the Exploratorium sought to articulate and refine a valid, evidence‐based definition of learning in its permanent on‐floor Tinkering Studio. We studied and made videos of fifty learners and their companions in one of three tinkering activities in the Tinkering Studio. A team of researchers and practitioners used the videos to refine frameworks for learning and facilitation (initially developed in a prior project), leading to the identification of four Dimensions of Learning and three broad Facilitation Moves. We created a Tinkering Library of Exemplars that categorizes over one hundred video clips according to these frameworks. The Library may help articulate important aspects of learning and facilitation, give voice to practitioners’ values in defining learning‐through‐tinkering, and lay a methodological foundation for gathering evidence for such learning. The Library is available for download.  相似文献   
315.
Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.  相似文献   
316.
In the modern organisation the effective management of data, information, content and knowledge is crucial for enhancing competitiveness and growth. There is a profound need for all levels of business management to understand the risks, challenges and business benefit of managing these ‘Information Assets’. This paper describes the results of qualitative empirical research to investigate the roles and responsibilities of Executive Boards to ensure effective management and governance of Information Assets. Personal interviews were conducted with Board members in Australia and the United States. The results indicated that Boards often fail to fully appreciate the strategic value of Information Assets and do not understand the organisational risk and untapped business benefit resulting from ineffective Information Asset Management practices. This paper suggests that Executive Boards should be engaged in discussions about Information Management and fulfil strategic-, control- and institutional roles to guide the way Information Assets are managed and deployed.  相似文献   
317.
Assessment and feedback devices have been regularly used in technique training in high-performance sports. Biomechanical analysis is mainly visually based and so can exclude athletes with visual impairments. The aim of this study was to examine the effects of auditory feedback on mean boat speed during on-water training of visually impaired athletes. The German National Para-Rowing team (six athletes, mean ± s, age 34.8 ± 10.6 years, body mass 76.5 ± 13.5 kg, stature 179.3 ± 8.6 cm) participated in the study. Kinematics included boat acceleration and distance travelled, collected with Sofirow at two intensities of training. The boat acceleration-time traces were converted online into acoustic feedback and presented via speakers during rowing (sections with and without alternately). Repeated-measures within-participant factorial ANOVA showed greater boat speed with acoustic feedback than baseline (0.08 ± 0.01 m·s?1). The time structure of rowing cycles was improved (extended time of positive acceleration). Questioning of athletes showed acoustic feedback to be a supportive training aid as it provided important functional information about the boat motion independent of vision. It gave access for visually impaired athletes to biomechanical analysis via auditory information. The concept for adaptive athletes has been successfully integrated into the preparation for the Para-Rowing World Championships and Paralympics.  相似文献   
318.
This study examined the extent to which 205 sibling dyads influenced each other during conflict. Data were collected between 2013 to 2015. The sample included 5.9% Black, 15.1% South Asian, 15.1% East Asian, and 63.8% White children. Older siblings were between 7–13 years old (Female = 109) and younger siblings were 5–9 years old (Female = 99). Siblings' conflict resolution was analyzed using dynamic structural equation modeling. Modeling fluctuations in moment-to-moment data (20-s intervals) allowed for a close approximation of causal influence. Older and younger siblings were found to influence one another. Younger sisters were more constructive than younger brothers, especially in sister–sister dyads. Sibling age gap predicted inertia in older siblings. Socialization processes within sibling relationships are discussed.  相似文献   
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During feature-positive operant discriminations, a conditional cue, X, signals whether responses made during a second stimulus, A, are reinforced. Few studies have examined how landmarks, which can be trained to control the spatial distribution of responses during search tasks, might operate under conditional control. We trained college students to search for a target hidden on a computer monitor. Participants learned that responses to a hidden target location signaled by a landmark (e.g., A) would be reinforced only if the landmark was preceded by a colored background display (e.g., X). In Experiment 1, participants received feature-positive training (+←YB/ XA→+/A?/B?) with the hidden target to the right of A and to left of B. Responding during nonreinforced transfer test trials (XB?/YA?) indicated conditional control by the colored background, and spatial accuracy indicated a greater weighting of spatial information provided by the landmark than by the conditional cue. In Experiments 2a and 2b, the location of the target relative to landmark A was conditional on the colored background (+←YA/ XA→+/ ZB→+/ +←C /A?/B?). At test, conditional control and a greater weighting for the landmark’s spatial information were again found, but we also report evidence for spatial interference by the conditional stimulus. Overall, we found that hierarchical accounts best explain the observed differences in response magnitude, whereas spatial accuracy was best explained via spatial learning models that emphasize the reliability, stability, and proximity of landmarks to a target.  相似文献   
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