全文获取类型
收费全文 | 229篇 |
免费 | 2篇 |
专业分类
教育 | 154篇 |
科学研究 | 11篇 |
各国文化 | 7篇 |
体育 | 23篇 |
文化理论 | 7篇 |
信息传播 | 29篇 |
出版年
2023年 | 3篇 |
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 3篇 |
2018年 | 4篇 |
2017年 | 7篇 |
2016年 | 6篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 56篇 |
2012年 | 3篇 |
2011年 | 4篇 |
2010年 | 5篇 |
2009年 | 3篇 |
2008年 | 8篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 3篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 8篇 |
1977年 | 3篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 3篇 |
1968年 | 2篇 |
1898年 | 2篇 |
1872年 | 2篇 |
1871年 | 1篇 |
1868年 | 1篇 |
排序方式: 共有231条查询结果,搜索用时 0 毫秒
101.
102.
Owen G. Mordaunt 《Educational studies》1990,16(2):131-140
103.
Owen Surridge 《Educational Media International》2013,50(4):17-19
Audio-visual techniques in educational technology are receiving unusually close attention at the University of Sussex. A new department known as the Centre for Academic Services has been established there, charged with the task of co-ordinating the use of audio-visual media throughout the university. The aim is to experiment with and develop appropriate teaching techniques. 相似文献
104.
It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage. 相似文献
105.
Teachers’ acquisition of knowledge about English word structure 总被引:1,自引:0,他引:1
Louise?Spear-SwerlingEmail author Pamela?Owen?BruckerEmail author 《Annals of dyslexia》2003,53(1):72-103
Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words
and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of
word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge
as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type,
and classification of real words as phonetically regular or irregular. Participants came from a special education certification
program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced
participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however,
prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific
instruction about word structure improved their knowledge relative to a comparison group of teacher education students who
did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction.
Conclusions support the viewpoint that teacher education must include information about English word structure for educators
who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge. 相似文献
106.
Open Source Software (OSS) has had a profound impact on the way in which software is developed and consequently on the perception of software development. This paper starts with a brief discussion of the eclectic techniques and processes, combinations of which may be used for OSS projects. A ‘real-world’ context will be examined using ‘Reflective Analysis’ focusing on the research and development team present within the Business, Logistics and Information Systems (BLIS) department at The University of Bolton. The reflective analysis explores some assumptions inherent in OSS development. Drawing on findings from experience, industry and background research, an attempt will be made to provide an insight into how in a small team, the use of OSS and associated techniques can lead to the successful development of software. Whilst early results show that smaller OSS projects may appear to have little or no formal structure with closer investigation it is clear this is not the case. Without at least some degree of management, the teams experience indicates that such projects may be prone to failure. 相似文献
107.
108.
Courses: Qualitative Research Methods, Ethnographic Research Methods.
Objective: This purpose of this activity is to document the enculturation process through which students begin to understand a new culture during a study abroad experience. To accomplish this, we created a new pedagogical approach for study abroad experiences that involved a combination of academic and fictional readings to help students make sense of and perform ethnographic research techniques. 相似文献
109.
Cross-cultural comparisons of child-reported emotional and physical abuse: rates, risk factors and psychosocial symptoms 总被引:1,自引:0,他引:1
Sebre S Sprugevica I Novotni A Bonevski D Pakalniskiene V Popescu D Turchina T Friedrich W Lewis O 《Child abuse & neglect》2004,28(1):113-127
OBJECTIVES: This study was designed to assess the incidence of child emotional and physical abuse, associated risk factors and psychosocial symptoms in a cross-cultural comparison between post-communist bloc countries. Method: One-thousand one-hundred forty-five children ages 10-14 from Latvia (N = 297), Lithuania ( N = 300), Macedonia (N = 302), and Moldova (N = 246) participated in the study. They completed questionnaires assessing their experience of emotional or physical abuse, and provided information about family risk-factors and psychosocial symptoms, including PTSD-related symptoms. RESULTS: Incidence rates of maltreatment differed by country, as did levels of reported psychosocial symptoms. Incidence of emotional and physical abuse differed by region, with higher levels of abuse reported in the rural regions. In all four countries, a similar association between emotional/physical abuse and psychosocial symptoms was found, with the uniformly largest correlation between emotional abuse and anger. When examining the combined scores of emotional and physcial abuse, even higher correlation's were found, particularly in relation to anger and depression. In all four countries, parental overuse of alcohol was associated with emotional and/or physical abuse. CONCLUSIONS: Findings show differences by country in child-reported levels of emotional and physical abuse, but similar patterns of correlation with psychosocial symptoms and the risk factors of parental alcohol overuse and living in a rural area. 相似文献
110.
C. C. Hsiao Jeff C. H. Huang Anna Y. Q. Huang Owen H. T. Lu C. J. Yin 《Interactive Learning Environments》2019,27(8):1160-1177
ABSTRACTThe flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes. 相似文献