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81.
Norman T. London 《Communication Studies》2013,64(3):173-176
A discussion of the tendencies in the teaching of public speaking in college today, which presents a rationale for a study of the subject. 相似文献
82.
Norman Roberts 《International Information and Library Review》2013,45(2):123-131
AbstractThe National Library of Australia and the state libraries of New South Wales and Victoria each maintain separate collections of printed ephemera. The role of these collections and the policies used in the acquisition and selection of items for them are described, analysed and compared. The role of the public library local studies collections in helping to create a cooperative, nationwide approach to the acquisition of this material in Australia is discussed in relation to this national and state activity. The value of an understanding of the Australian situation is related to a research project to develop guidelines for collection policies for printed ephemera at the national and local levels in Wales. 相似文献
83.
Albert C. Book Norman D. Cary Stuart N. Hyde William O. Johnson Jr. 《Communication Booknotes Quarterly》2013,44(8):4-6
Albert C. Book and Norman D. Cary's The Television Comercial: Creativity and Craftsmanship (Decker, $6.95 paperback) Stuart N. Hyde's Television and Radio Announcing (Houghton-Hifflin, $9.95) William O. Johnson Jr.'s Super Spectator and Electronic Lilliputian (Little-Brown, $6.95) 相似文献
84.
Barrie Redfern Norman Crowhurst Janes Hindman Larry Kirkman Elizabeth Monk Daniel R. Williamson 《Communication Booknotes Quarterly》2013,44(2):30-33
Barrie Redfern's Local Radio (London and New York: Focal Press, 1978—$8.95, paper) Norman Crowhurst's How to Select and Install Your Own Speakers (Blue Ridge Summit, Pa.: TAB Books, 1979—49.95, and also in paperback) Hindman, Janes, Larry Kirkman, and Elizabeth Monk. TV Acting: A Manual for Camera Performance (1979—$15.50/7.95 , 191 pp.) Williamson, Daniel R. Newsqathering. (1979—$13.50/7.50 , 250 pp.) Stonecipher, Harry W. Editorial and Persuasive Writing: Opinion Functions of the News Media (1979—$13.95/7.95, 256 pp.) Richard Robinson's The Video Primer: Equipment, Production, and Concepts (New York: Quick Fox, 1979—$14.95/6.95) Marshall Lee's Bookmaking: The Illustrated euide to Design/production/editing (New York: R.R. Bowker, 1979—$25.00) Lenny Lipton's Lipton on Filmmaking (New York: Simon and Schuster, 1979—$7.95, paper, with a hardback also available) Philip C. Geraci's Photojournalism: Making Pictures for Publication (Dubuque, Iowa: Kendall/Hunt Publishing, 1978—$12.95, paper) 相似文献
85.
86.
Norman Richert 《Cataloging & classification quarterly》2013,51(6):521-527
The Physics-Astronomy-Mathematics Division Vendor Update Session at the Special Libraries Association 2010 Annual Conference in New Orleans had a panel of four representatives of organizations involved in author authority work. In my presentation I described the involvement of Mathematical Reviews/MathSciNet in author authority work, from the hand work done with file cards in 1940 through the present day work combining computer systems and hand work. This article is an expanded version of my comments. 相似文献
87.
Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11–18), since the last such national survey undertaken by Kerr 46 years ago. A stratified sample of representative schools was used in which 912 teachers were sent a questionnaire on their views towards the use of practical work in science with a total of 393 responses (42.5%) being received. The coefficient of concordance of the various rankings and their significance were calculated, as too were the z‐scores. The findings suggest that whilst there have been substantial changes in teachers’ views about the use of practical work at Key Stages 4 and 5 (age 15–18) there have been no substantial changes at Key Stage 3 (age 11–14). Furthermore, the results are remarkably similar across subject specialism, teacher gender, and years of teaching experience although this paper will only focus on subject specialism. It appears that changes to the assessment criteria, notably the introduction of Science Investigation (Sc1) at Key Stage 4, and a growing desire amongst educational policy‐makers to improve the image of science, have had an effect on how those in the teaching profession perceive the value and aims of practical work particularly at Key Stages 4 and 5. 相似文献
88.
This study explores the relationship, if any, between an individual’s culturally based worldviews and conceptions of nature of science. In addition, the implications of this relationship (or lack of relationship) for science teaching and learning are discussed. Participants were 54 Taiwanese prospective science teachers. Their conceptions of nature of science and their worldviews specific to humans’ relationship with the natural world were assessed using two open‐ended questionnaires in conjunction with follow‐up interviews. Their understandings of nature of science were classified into informed and naïve categories based upon contemporary views of these constructs and those stressed in international reform documents. An anthropocentric–naturecentric continuum emerged and is used to explain the participants’ views about humans’ relationship with Nature. Participants who recognized the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components, were more likely to emphasize harmony with Nature. In contrast, participants who possessed narrow views about the scientific enterprise and described science as close to technology and as of materialistic benefit tended to provide an anthropocentric perspective regarding the human–Nature relationships. The findings illustrate the interplay between participants’ sociocultural beliefs and conceptions of nature of science. Concisely, people with different worldviews may have concurrently different views about nature of science. The study suggests the need for incorporating sociocultural perspectives and nature of science in the science curriculum. 相似文献
89.
O. L. Davis Jr. Linda Clayton Hicks Norman D. Bowers 《Journal of Experimental Education》2013,81(3):22-25
Methodological problems, have limited the usefulness of findings from experiments into learning by discovery. By using programmed instruction materials, a within-class design, and other controls, an attempt was made to remove confounding. Two tasks were used: concept learning and principle learning. For each task, a separate 2x2x2 factorial design containing sixteen Ss in each cell was used. Independent variables were instructional method (egrule and ruleg), school grade (9 and 5), and intelligence (high and average). A set of eight different measures, involving retention, transfer, and ease of relearning, was used for each task. It was found that the egrule and ruleg methods did not differ significantly, and that interaction between instructional method and the other variables was low. 相似文献
90.
This study examined outcomes of a supervision practicum in which graduate students supervised under-graduates in teacher education during microteaching activities and studied their supervisory behavior using videotape replays of conferences with teacher-trainees. Pre- and post-measures were used to assess changes in conference style as reflected by verbal behavior, and changes in the relationship between conference dialogues and subsequent teaching behavior. Supervisors shifted toward more indirect-supportive conference styles. Conclusions were that videotaped microteaching can be adapted to improve supervisor education by 1.) providing realistic supervisory experience, 2.) serving as a vehicle to modify the conference behavior of potential supervisors, and 3.) serving as a research vehicle for accumulating new knowledge and testing current theories concerning the process of supervision. 相似文献