首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   793篇
  免费   14篇
  国内免费   1篇
教育   625篇
科学研究   42篇
各国文化   6篇
体育   63篇
文化理论   16篇
信息传播   56篇
  2022年   5篇
  2021年   6篇
  2020年   10篇
  2019年   16篇
  2018年   30篇
  2017年   21篇
  2016年   29篇
  2015年   14篇
  2014年   17篇
  2013年   183篇
  2012年   23篇
  2011年   14篇
  2010年   15篇
  2009年   24篇
  2008年   13篇
  2007年   22篇
  2006年   23篇
  2005年   19篇
  2004年   26篇
  2003年   10篇
  2002年   12篇
  2001年   9篇
  2000年   13篇
  1999年   15篇
  1998年   11篇
  1997年   16篇
  1996年   12篇
  1995年   8篇
  1994年   11篇
  1993年   12篇
  1992年   11篇
  1991年   9篇
  1989年   4篇
  1988年   11篇
  1987年   9篇
  1986年   13篇
  1985年   7篇
  1984年   6篇
  1983年   8篇
  1982年   7篇
  1981年   11篇
  1980年   6篇
  1979年   6篇
  1978年   7篇
  1977年   4篇
  1976年   9篇
  1975年   8篇
  1974年   8篇
  1973年   5篇
  1972年   6篇
排序方式: 共有808条查询结果,搜索用时 31 毫秒
51.
Maddy and Mathematics: Naturalism or Not   总被引:1,自引:0,他引:1  
Penelope Maddy advances a purportedly naturalistic account ofmathematical methodology which might be taken to answer thequestion `What justifies axioms of set theory?' I argue thather account fails both to adequately answer this question andto be naturalistic. Further, the way in which it fails to answerthe question deprives it of an analog to one of the chief attractionsof naturalism. Naturalism is attractive to naturalists andnonnaturalists alike because it explains the reliability ofscientific practice. Maddy's account, on the other hand, appearsto be unable to similarly explain the reliability of mathematicalpractice without violating one of its central tenets.
1 Introduction
2 Mathematical Naturalism
3 Desiderata and the attractionof naturalism
4 Assessment: Naturalism and names
4.1 Taking‘naturalism’seriously
4.2 Second philosophy (orwhat's in a name)
5 A way out?
6 Or out of the way?
  相似文献   
52.
53.
Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional–autonomous–global (TAG), student‐centred (SC) and traditional‐local (TL). Follow‐up in‐depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture.  相似文献   
54.
Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists.  相似文献   
55.
56.
Editorial     
  相似文献   
57.
We examined equal opportunity climate (EOC) perceptions of reserve component personnel in the US Army (n = 949). We expected that gender and ethnic group membership would influence perceptions of the equal opportunity climate; and that gender and ethnic group membership would moderate the relationship between equal opportunity climate perceptions and ratings of job satisfaction, organizational commitment and workgroup effectiveness. Consistent with our hypothesis, we found the women and minorities perceptions regarding the equal opportunity climate were less favorable than White men. We also found that both gender and ethnicity moderated the relationship between equal opportunity climate perceptions and job outcomes of these groups. Our findings suggest that different groups are sensitive to particular aspects of EOC (e.g., harassment or discrimination) and that these sensitivities affect job-related outcomes.  相似文献   
58.
59.
60.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号