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731.
732.
Regina L. Garza Mitchell 《Community College Journal of Research & Practice》2017,41(6):336-340
ABSTRACTVery little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D’Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and impact of online CTE at the community college. In this article, I briefly summarize existing empirical literature about online CTE. 相似文献
733.
M. J. Bishop Tonya B. Amankwatia Ward Mitchell Cates 《Educational technology research and development : ETR & D》2008,56(4):467-486
Sound may hold great promise for instructional software by supporting learning in a variety of ways. Conceptual and preconceptual
barriers, however, still appear to prevent software designers from using sound more effectively in their instructional products.
Interface books seldom discuss the use of sound and when they do, it is most often simple verbatim narration of on-screen
text. This content analysis of 12 award-winning instructional software products indicated that, while sound is being incorporated
into many learning environments, many instructional designers are using sound only for literal, information conveyance and
not yet exploring how to exploit the associative potential of music, sound effects, and narration to help learners process
the material under study more deeply. 相似文献
734.
Jane Roland Martin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(2):145-157
It has been said that the stated goals of education in modern democratic societies remain constant: the development of each person as (a) a worker, (b) a citizen, and (c) an individual. A case for adding (d) a keeper of the cultural heritage can perhaps be made, and for the United States, at least, the list with this emendation is correct. That these expectations fail to take account of a basic function of education in a modern or post-modern society escapes everyone's notice. This essay asks why (e), the development of each person as a member of a home and family, is not included on the list of goals of American education, what the implications of its exclusion are, and what must be done so that it can be added. In connection with this last question it maintains not simply that (e) should be included on the list but that the scope of its component aims should extend beyond the sphere of home and family.
Zusammenfassung Man hat behauptet, daß die erklärten Ziele des Erziehungswesens der modernen demokratischen Gesellschaftsformen konstant bleiben: Die Entwicklung jedes Menschen als (a) Arbeiter, (b) Bürger, und (c) Individuum. Es gäbe vielleicht Gründe, noch den (d) Hüter des kulturellen Erbes hinzuzufügen. und zumindest für die Vereinigten Staaten wäre die Liste mit diesem Zusatz korrekt. Dabei fällt jedoch niemandem auf, daß diese Erwartungen eine grundsätzliche Aufgabe der Erziehung in einer modernen oder post-modernen Gesellschaft außer acht lassen. Die Abhandlung wirft die Frage auf, warum die Entwicklung jedes einzelnen als Mitglied der Familie nicht zu den Zielen des amerikanischen Erziehungswesens gehört, was für Konsequenzen sich daraus ergeben, und was getan werden muß, um dies zu ändern. In Verbindung mit der letzten Frage wird nicht nur gefordert, diesen Punkt mit auf die Liste zu setzen, sondern auch, die Reichweite der einzelnen Ziele über den Rahmen der Familie auszudehnen.
Résumé Il a été dit que les objectifs assignés à l'éducation dans les sociétés modernes démocratiques restent constants: le développement de chaque personne en tant que (a) travailleur, (b) citoyen, et (c) individu. On pourrait ajouter (d) en tant que gardien du patrimoine culturel et pour les Etats Unis du moins cette liste amendée semble correcte. Le fait que ces exigences ne réussissent pas à prendre en compte une fonction essentielle de l'éducation dans une société moderne ou post-moderne échappe à chacun. On se demande pourquoi (e) le développement de chaque personne en tant que membre d'un foyer et d'une famille n'est pas inclus au nombre des objectifs de l'éducation en Amérique, on s'interroge sur les conséquences de cette exclusion et sur les mesures à prendre pour que ce point soit pris en considération. En ce qui concerne cette dernière question, on n'affirme pas simplement que (e) devrait être inclus dans cette liste, mais que la portée de sa composante devrait transcender la sphère de la maison et de la famille.相似文献
735.
Jason Millman Simeon P. Slovacek Edward Kulick Karen J. Mitchell 《Research in higher education》1983,19(4):423-429
Two studies were conducted to examine the effect of grade inflation on the piling up of grades in fewer grade categories and on the reliability of grade point averages (GPAs). In all comparisons, grades were more bunched after grade inflation, which in turn, was associated with only slight, nonsignificant decreases in GPA reliability. As expected, grades were more bunched when the traditional 5-point letter scale was used than when plus and minus grades were also allowed. In the latter case as well, grade inflation seemed to have had very little effect on the reliability of GPAs. GPA reliability began to suffer, however, for graduate programs in which almost all grades were placed into just two categories, A and B. 相似文献
736.
Disa Lubker Cornish Mary E. Losch Mitchell Avery 《American journal of sexuality education》2016,11(2):138-148
Monitoring fidelity of implementation is a critical task when initiating evidence-based programs. This pilot study sought to identify best practices in a fidelity monitoring process and determine the feasibility of continuing a fidelity monitoring process with a multisite, multiprogram initiative. A fidelity log was created for each of 11 curricula, and data were entered online directly by educators. Analysis included 173 fidelity logs representing five curricula; qualitative and quantitative data were analyzed. Overall fidelity scores were promising and results indicate that fidelity monitoring in such a large program is feasible and was generally well-received by participants. 相似文献
737.
The relationship between absolute and relative stimulus novelty was examined within the context of the conditioned taste aversion paradigm in which the relative novelty of the conditioned interoceptive stimulus was manipulated by differential exteroceptive context habituation. Rats received similar isolation histories but either 5 or 30 days of habituation to the test environment prior to treatment. One group was administered lithium chloride following saccharin consumption, a second group was administered isotonic saline following saccharin consumption, and a third group was administered saline after water consumption. The animals habituated for 30 days exhibited greater conditioned avoidance and greater neophobic avoidance of saccharin than did animals habituated for only 5 days. The results are interpreted in terms of a cross-modality stimulus contrast effect which implicates context habituation as an important parameter of both taste neophobia and taste aversion learning. 相似文献
738.
The ways in which cooperating teachers give shape and meaning to their work in practicum settings is one of the most critical elements of initial teacher education. This international comparison draws upon surveys of Australian and Canadian cooperating teachers. The global contrast highlights taken‐for‐granted assumptions in local settings that in some instances are cause for celebration and in other instances concern. The comparison of the two settings illustrates, among other things: some striking similarities in the profiles of cooperating teachers; important differences with respect to the cooperating teachers' preparation and remuneration for their role in practicum settings; and deeper complexities regarding the relationship between schools and universities. 相似文献
739.
740.