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61.
David J. Phillips 《The Information Society》1996,12(1):39-62
This article is an account of a Usenet newsgroup whose participants, in response to a perceived 'invasion' of 'barbarians,' explored and articulated the value of the group, the nature of the crisis facing it, and the strategies available to meet the crisis. The newsgroup facilitated political and personal support for some gay, lesbian, or bisexual men and women. The primary threat to the group was the increasing number of newcomers who were oblivious to established norms, who tended to view access to the group as a commodity, and who attempted to impose 'outside' paradigms on the operations of the group. Defensive strategies involved calling on rhetorical devices (such as flaming or ostracism) or structural resources (such as employers, network operators, or lawsuits). All strategies had the potential to backfire, but rhetorical strategies were less risky, more available, and more community affirming than strategies requiring access to structural resources. Through this account, the article addresses the mutual linkages and dependencies between the social and technical organization of computer-mediated communication (CMC) networks, the community-building activities taking place through those networks, and the social, legal, and economic structures in which those networks are embedded. 相似文献
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The demand for accountability through measurement continues to increase. Although much progress has been made, it remains an issue that challenges even the most sophisticated and progressive performance improvement function. This article provides an overview of best practices in the return‐on‐investment process and describes how applying these measurement practices can have a positive impact on organizational performance and the credibility of performance improvement professionals in the public sector. 相似文献
64.
Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature 总被引:1,自引:0,他引:1
In this paper we make the case that the language of school science and the language of science are widely divergent. We trace
the divergence to a simple view of reading that prevails not only in science education but in most of schooling. Based upon
the importance of language in science and the role of language in capturing the essential nature of scientific reasoning,
we conclude that conceiving of reading as a form of inquiry could assist in bringing the two languages more into alignment.
We recommend the use of adapted primary literature as one curriculum and instruction innovation that can be useful in illustrating
the nature of reading as inquiry. 相似文献
65.
Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford 总被引:1,自引:1,他引:0
Anat Yarden Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Stephen P. Norris Linda M. Phillips 《Research in Science Education》2009,39(3):391-395
In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of
Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary
schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the
use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then
we offer more specific comments on two areas of her response, authenticity and the support for teachers. 相似文献
66.
Carl M. McGown Robert K. Conlee Anthony A. Sucec Michael J. Buono William Phillips 《Research quarterly for exercise and sport》2013,84(2):196-200
Abstract This study focused on the differences between experienced and inexperienced physical education teachers' approaches to planning, low inference indicators of teaching behavior during instruction, and global variables from the Beginning Teacher Evaluation Study. It was found experienced teachers asked many more questions before they began planning than did inexperienced teachers. Experienced teachers' plans reflected a concern about contingencies that might arise during instruction, whereas inexperienced teachers' plans did not. Interaction analysis and codings of student engagement showed marked differences between experienced and inexperienced teachers. Judging the qualities of experienced and inexperienced teachers also showed important differences. These sources of data are interrelated and give a vivid picture of how experienced and inexperienced teachers differ in accomplishment of instruction. The findings are discussed in terms of what they may mean for teacher development programs. 相似文献
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Sally J. Phillips David L. Kelley Spiros G. Prassas 《Research quarterly for exercise and sport》2013,84(2):197-200
Abstract The contextual interference (CI) effect has been replicated many times since its first demonstration by Shea and Morgan (1979) in the motor learning domain (see Brady, 1998; Magill&;Hall, 1990). The CI effect is characterized by the observation that experiencing greater interference during acquisition is detrimental to immediate performance but enhances delayed performance as measured on retention or transfer tests. High CI is most often created by random practice in which the learning of multiple tasks occurs in a single training. In contrast, low CI is frequently created by using a blocked practice format in which all the practice trials of one task are completed before another task is introduced. One theoretical account that has been forwarded to account for the CI effect is labeled the action plan reconstruction hypothesis (Lee&;Magill, 1983, 1985). This position intimates that before a movement occurs an “action plan” must be prepared. In blocked practice, a previously prepared “action plan” is readily available from trial to trial, but it suffers from lack of attention on trials following initial retrieval from working memory. In random practice, however, each time a task must be executed a “reconstruction” of the action plan must be processed, because the interchange of information from trial to trial never allows the same information to remain in working memory for an extended amount of time. Presumably, the additional trial-to-trial preparation used by the random practice participant during practice results in a more resilient memory representation that better supports long-term recall efforts compared to their blocked practice counterparts. 相似文献
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Carol McDonald Connor Beth M. Phillips Young–Suk Grace Kim Christopher J. Lonigan Michael P. Kaschak Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. 相似文献