全文获取类型
收费全文 | 498篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 406篇 |
科学研究 | 30篇 |
各国文化 | 4篇 |
体育 | 8篇 |
文化理论 | 4篇 |
信息传播 | 50篇 |
出版年
2022年 | 4篇 |
2019年 | 7篇 |
2018年 | 8篇 |
2017年 | 6篇 |
2015年 | 7篇 |
2014年 | 15篇 |
2013年 | 139篇 |
2012年 | 13篇 |
2011年 | 9篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 6篇 |
2007年 | 14篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 16篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 4篇 |
1999年 | 10篇 |
1998年 | 9篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 9篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 8篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1972年 | 3篇 |
1970年 | 4篇 |
1969年 | 3篇 |
1967年 | 3篇 |
1966年 | 7篇 |
1964年 | 3篇 |
1923年 | 4篇 |
排序方式: 共有502条查询结果,搜索用时 15 毫秒
41.
42.
43.
44.
Abstract This article aims to capture the spirit and content of a lively exchange among museum staff members at the Denver Art Museum. It began as a conference call and continued as an online dialogue about how definitions of success have evolved with advances in technology and changing expectations of visitors. Together we explored how DAM staff encourage more active participation in the museum and the creative tension that ensues between visitor co‐creation and institutional control. Woven throughout this conversation are examples that demonstrate the need to move fluidly between high tech and low tech interpretives, onsite and online experiences, and the impact of environments that break down museum stereotypes. It is our hope that this discussion will spark similar dialogues among colleagues in individual institutions and in the profession at large. Readers are encouraged to respond through the blog at Curator’s new website: http://www.curatorjournal.org . 相似文献
45.
Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper. 相似文献
46.
Dr. Boris M. Levinson 《Journal of Jewish Education》2013,79(3):46-53
Abstract Back to the Sources: Reading the Classic Jewish Texts. Edited by Barry W. Holtz. Summit Books, New York, 1984. pp. 448. $19.95. The Chronicle of the Lodz Ghetto 1941-1944. Edited by Lucjan Dobroszycki. Yale University Press, New Haven, 1984. pp. 551. $35.00. From Time Immemorial: The Origins of the Arab-Jewish Conflict Over Palestine by Joan Peters. Harper &; Row, New York 1984. pp. 601. $24.95. The World Guide for the Jewish Traveler by Warren Freedman. E. P. Dutton, New York, 1984. pp. 360. $8.95 (paper). Jews, Turks and Infidels by Morton Borden. University of North Carolina Press, Chapel Hill, 1984. pp. 163. $17.95. The Land Question in Palestine, 1917-1939 by Kenneth W. Stein. University of North Carolina Press, Chapel Hill, 1984. pp. 314. $29.00. The Jewish Family: Authority and Tradition in Modern Perspective by Norman Linzer. Human Sciences Press, New York, 1984. pp. 217. $I6.95 (paper). Diaspora: Exile and the Jewish Condition Editied by Etan Levin. Jason Aronson, New York, 1983. pp. 337. The Jerusalem Cathedra, Volume III Edited by Lee I. Levine. Wayne State University Press, Detroit, 1984. pp. 361. $25.00. The Roots of Anti-Semitism by Heiko A. Oberman. Translated by James I. Porter, Fortress Press, Philadelphia, 1984. pp. 163. Jewish Ethics and Halakhah for our Time: Sources and Commentary by Basil F. Herring. Ktav, Yeshiva Univesity Press, New York, 1984. pp. 243. $I5.00 cloth, $9.95 paper. Jewish Life Under Islam: Jerusalem in the Sixteenth Century by Amnon Cohen. Harvard University Press, Cambridge 1984. pp. 267. $30.00. Israel in the Mind of America by Peter Grose. Alfred A. Knopf, New York, 1984. pp. 361. $17.95. Hitler, Germans and the “Jewish Question” by Sarah Gordon. Princeton Univerity Press, 1984, pp. 412. $40.00 cloth, $14.50 paper. A Mediterranean Society, Volume IV: Daily Life by S. D. Goitein. University of California Press, Berkeley, 1984. pp. 492. $38.50. 相似文献
47.
According to the temporal-coding hypothesis (TCH; Savastano & Miller, Behavioural Processes 44:147–162, 1998), acquired associations include temporal information concerning the interval between the associated elements. Moreover, the TCH posits that subjects can integrate two independently acquired associations that share a common element (e.g., S2–S1 and S1–US), which results in the creation of a third association with its own temporal relationship (S2–US). Some evidence has suggested that such temporal integration occurs at the time of testing (Molet, Miguez, Cham, & Miller, Journal of Experimental Psychology: Animal Behavior Processes 38:369–380, 2012). Here we report two fear-conditioning experiments with rats conducted to identify the associative structure of the integrated temporal relationship. The goal was to distinguish between two possible associative structures that could exist following an initial test on which temporal integration occurs: (1) Conditioned responding to S2 on subsequent tests could be the result of recurring successive activation of two independently learned temporal maps that remain independently stored in memory (i.e., S2–S1 plus S1–US). (2) Temporal integration at the moment of initial testing could result in the formation of a direct S2–US (or S2–response) temporal map. Integration was found to occur at test and to produce a new association that was independent of associations with the common element (S1). However, the associative status of S1 appeared to modulate whether or not the new association with S2 was US-specific (S2–US) or directly activated a fear response (S2–response). 相似文献
48.
Ralph O. Marshall 《Journal of Criminal Justice Education》2013,24(2):281-290
Critics and proponents alike have voiced concerns about the difficulties of practicing multiculturalism in today's criminal justice classrooms. In this essay we present strategies for using the lived experiences of students as a tool for discovering diversity inside the classroom, as well as for finding value in it. We then use our students' discourse to talk about the impact these strategies can have. Our experiences, as well as those of our students, suggest that principles of multiculturalism can be achieved without having to sacrifice the core curricula; and that one of the more valuable resources for teaching multiculturally is the lived experiences that students, teachers and guests bring into the classroom. 相似文献
49.
Conclusion The viewing of an educational film anf the recall of this viewing should constitute a satisfying learning experience so that
the film’s message will be incorporated into a useful store of vicarious experience and remembered facts. Such learning is
most likely to occur when those who write, direct, and edit a film have a clear understanding of the nature of the film’s
audience and of what the film is expected to do to this audience. Knowing these things and to present his subject matter in
the most interesting and satisfying manner possible.
Here a long-time writer of educational films and television programs presents some thoughtful ideas on the design of instructional
films for specific cudiences. Ralph R. White is a scenario writer with the Army Pictorial Center. 相似文献
50.
Ralph Allen 《科学教学研究杂志》1975,12(3):293-295