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101.
There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
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ABSTRACTIn the current study, two pools of 250 essays, all written as a response to the same prompt, were rated by two groups of raters (14 or 15 raters per group), thereby providing an approximation to the essay’s true score. An automated essay scoring (AES) system was trained on the datasets and then scored the essays using a cross-validation scheme. By eliminating one, two, or three raters at a time, and by calculating an estimate of the true scores using the remaining raters, an independent criterion against which to judge the validity of the human raters and that of the AES system, as well as the interrater reliability was produced. The results of the study indicated that the automated scores correlate with human scores to the same degree as human raters correlate with each other. However, the findings regarding the validity of the ratings support a claim that the reliability and validity of AES diverge: although the AES scoring is, naturally, more consistent than the human ratings, it is less valid. 相似文献
104.
Michael Burrow Harry Evdorides Barbara Hallam Richard Freer-hewish 《European Journal of Engineering Education》2005,30(2):255-263
This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students’ qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials. 相似文献
105.
Concluding Observations From the presentations of the survey outcomes is has become clear that substantial differences exist between both types of
institutions as well as between countries. To a large extent, the results for the universities in particular still reflect
the dominant notion of professional expertise, especially where the primary processes of teaching and research are concerned.
At the same time, it also has become clear that the role of the central institutional administration is a non-negligible factor
in higher education, especially for what we can call the ‘non-primary processes’ issues. With respect to differences between
countries, the study shows substantial variation between the countries. This alone appears to provide sufficient basis to
question the general assumption of the continental model. On the European continent clearly different institutional governance
systems exist, and it would appear logical to relate these to the different ways in which national governments in these systems
have changed their policies and policy priorities over the years. However, to shed further light on these differences, a more
detailed analysis of the data will have to be performed, for example relating the survey out-comes to differences in governmental
steering paradigms. 相似文献
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Harry Brighouse 《牛津教育评论》2014,40(6):782-798
This paper takes Mary Warnock’s paper in the first issue of the Oxford Review of Education as its starting point, and explores how both philosophical thinking about equality in education and the landscape of educational provision have changed. It articulates a view of justice in education that emphasises benefiting the least advantaged; and shows that detailed philosophical thinking about values can be valuable for making policy decisions, while also showing that deploying careful value considerations is not a straightforward exercise. 相似文献
108.
Uzi Levi Michal Einav Orit Ziv Ilana Raskind Malka Margalit 《European Journal of Psychology of Education - EJPE》2014,29(3):367-386
This study sought to extend the research on adolescents' hope, academic expectations, and average grades. The hope theory (Snyder, Psychological Inquiry 13(4):249–275, 2002), the salutogenic paradigm (with a focus on sense of coherence (SOC) (Antonovsky 1987)), and Bandura's (Journal of Management 38(1):9–44, 2012) social learning theory (with a focus on three self-efficacy (SE) constructs: academic SE, social SE, and emotional SE), were used as an integrated conceptual framework for predicting expected and actual academic performance. The sample consisted of 289 10th grade high school students (152 girls and 137 boys). The structural equation modeling (SEM) analysis provided support for the hypothesized modified model. The results demonstrated that hopeful thinking had a direct effect on grade expectations, which, in turn, predicted academic achievement. In addition, SOC, social SE, emotional SE, and academic SE were interrelated, but only emotional SE and SOC contributed directly to hope. Academic SE predicted effort, which also contributed to hope. Thus, the relations between students' investment of effort and actual grades were predicted indirectly through hopeful thinking and grade expectations. The implications for future research and the field of educational psychology of using hope, SOC, and SE as an integrated conceptual framework for predicting academic outcomes are discussed. 相似文献
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Harry M. Geduld's The Birth of the Talkies: From Edison to Jolson (Bloomington: Indiana University Press, 1975---$12.50) Donald Heraldson's Creators of Life: A History of Animation (New York: Drake, 1975---$14.95) Emil E. Brodbeck's Handbook 6f Basic Motion Picture Techniques (Englewood Cliffs, N.J.: Prentice-Hall, 1975, 2nd edition---$l0.95) 相似文献