全文获取类型
收费全文 | 525篇 |
免费 | 6篇 |
国内免费 | 1篇 |
专业分类
教育 | 340篇 |
科学研究 | 29篇 |
各国文化 | 8篇 |
体育 | 70篇 |
文化理论 | 5篇 |
信息传播 | 80篇 |
出版年
2023年 | 3篇 |
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 12篇 |
2019年 | 22篇 |
2018年 | 41篇 |
2017年 | 20篇 |
2016年 | 29篇 |
2015年 | 12篇 |
2014年 | 22篇 |
2013年 | 112篇 |
2012年 | 23篇 |
2011年 | 23篇 |
2010年 | 15篇 |
2009年 | 22篇 |
2008年 | 18篇 |
2007年 | 16篇 |
2006年 | 11篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 3篇 |
2001年 | 7篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 7篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 7篇 |
1990年 | 6篇 |
1988年 | 2篇 |
1985年 | 3篇 |
1983年 | 3篇 |
1982年 | 5篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 5篇 |
1948年 | 1篇 |
1935年 | 1篇 |
1926年 | 1篇 |
1925年 | 1篇 |
1923年 | 1篇 |
1921年 | 1篇 |
1904年 | 3篇 |
1903年 | 3篇 |
1845年 | 1篇 |
1843年 | 1篇 |
排序方式: 共有532条查询结果,搜索用时 15 毫秒
161.
Ron Oliver Thomas C. Reeves 《Educational technology research and development : ETR & D》1996,44(4):45-56
Increasingly, telematics is being used for distance education in Australia. Two forms of telematics, audiographics and live
interactive television, are described. Audiographics involves two telecommunications links, one which connects computers via
modems and a second link which provides an audioconferencing medium through a normal telephone connection. Live interactive
television involves the combination of a one-way television signal with a toll-free callback telephone enabling students to
communicate directly with the teacher during program transmission. Research and evaluation studies indicate that the interactivity
currently implemented via telematics is minimal and that it does not support higher-order cognition among students. In light
of our investigations and contemporary cognitive learning theory, a number of dimensions of effective interactive learning
with telematics are suggested: (a) collaboration, (b) generative learning, (c) contextual engagement, (d) personal autonomy,
and (e) motivation.
His research interests include instructional technologies and developing effective learning environments for open learning
and distance education.
His specialist areas include evaluating technology-rich learning environments, electronic user performance support systems
and interactive learning systems. 相似文献
162.
163.
Projects and firms as discordant complements: organisational learning in the Munich software ecology
In current theorising, projects and firms are understood as “learning organisations”. Although the learning function can be regarded as constituent for both organisational forms, the specific learning mechanisms are connected with opposing features (e.g. long-term, trustful collaboration versus short cyclical, disruptive collaboration). Referring to the first results of qualitative research conducted on the Munich software cluster, this paper aims to explore the functional interplay between projects and firms with regard to organisational learning. The main thesis is that processes of improvement, failure eradication and knowledge accumulation are more likely to take place in firms whereas processes of structural change are more likely to be organised in a project. In complementing one another these functions, however, also generate inconsistencies like contravening learning incentives or contingency traps. Therefore, projects and firms may be regarded as “discordant complements”. 相似文献
164.
Amalya L Oliver 《Research Policy》2004,33(4):583-597
165.
166.
Simon Schindler Marc-André Reinhard Oliver Dickhäuser 《European Journal of Psychology of Education - EJPE》2016,31(2):245-253
Previous research has suggested certainty to be an important factor when investigating effects of level of expectancies on future behavior. With the present study, we addressed the interplay of expectancy certainty and level of expectancies regarding task performance. We assumed that certain performance expectancies provide a better basis for the regulation of persistence and, therefore, lead to improved performance when people expect to perform well. However, when people have bad performance expectations, being certain (compared to being uncertain) about this expectation decreases motivation to work hard on the task because it is assumed it will not pay off anyway. Accordingly, in our study, we found that the performance of participants with high performance expectancies increased with increasing expectancy certainty. By contrast, performance of participants with low performance expectancies decreased with increasing expectancy certainty. Additionally, certainty and expectancy were shown to be unrelated, supporting the idea that they are independent constructs. 相似文献
167.
Interactive television is being used increasingly as a delivery format for distance education and open learning courses. In most applications, the delivery is to a closed audience within the framework of formal programmes of study. This paper reports on programmes in Western Australia where interactive educational television is being used in broadcast modes. The paper discusses the impact of the ensuing interactivity on the quality of the broadcast programmes from an instructional perspective. 相似文献
168.
Data science is a rapidly growing field with applications across all scientific domains. The demand for support in data science literacy is outpacing available resources at college campuses. The academic library is uniquely positioned to provide training and guidance in a number of areas relevant to data science. The University of Arizona Libraries has built a successful data science support program, focusing on computational literacy, geographic information systems, and reproducible science. Success of the program has largely been due to the strength of library personnel and strategic partnerships with units outside of the library. Academic libraries can support campus data science needs through professional development of current staff and recruitment of new personnel with expertise in data-intensive domains. 相似文献
169.
Vanessa Danthiir Oliver Wilhelm Richard D. Roberts 《Learning and individual differences》2012,22(3):324-335
The purpose of this study was to replicate the structure of mental speed and relations evidenced with fluid intelligence (Gf) found in a number of recent studies. Specifically, a battery of computerized tasks examined whether results with paper-and-pencil assessments held across different test media. Participants (N = 186) completed the battery, which incorporated 20 elementary cognitive tasks, 4 broad speediness (Gs) measures, and 5 Gf markers. Competing measurement models were tested. A higher-order model, with a general mental speed factor and 7 task-class specific factors fit the data well. Gs could not be distinguished from general mental speed. Besides the general mental speed factor, two task-class specific factors were moderately related to Gf. These findings strengthen the evidence for a multifacted structure of mental speed, and highlight the importance of specific speed task-classes in accounting for meaningful outcomes. 相似文献
170.
The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories. 相似文献