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Giuseppe Familiari Michela Relucenti Rosemarie Heyn Rossella Baldini Giancarlo D'Andrea Pietro Familiari Alessandro Bozzao Antonino Raco 《Anatomical sciences education》2013,6(5):294-306
Neuroanatomy is considered to be one of the most difficult anatomical subjects for students. To provide motivation and improve learning outcomes in this area, clinical cases and neurosurgical images from diffusion tensor imaging (DTI) tractographies produced using an intraoperative magnetic resonance imaging apparatus (MRI/DTI) were presented and discussed during integrated second‐year neuroanatomy, neuroradiology, and neurosurgery lectures over the 2008–2011 period. Anonymous questionnaires, evaluated according to the Likert scale, demonstrated that students appreciated this teaching procedure. Academic performance (examination grades for neuroanatomy) of the students who attended all integrated lectures of neuroanatomy, was slightly though significantly higher compared to that of students who attended these lectures only occasionally or not at all (P=0.04). Significantly better results were obtained during the national progress test (focusing on morphology) by students who attended the MRI/DTI‐assisted lectures, compared to those who did so only in part or not at all, compared to the average student participating in the national test. These results were obtained by students attending the second, third and, in particular, the fourth year (P≤0.0001) courses during the three academic years mentioned earlier. This integrated neuroanatomy model can positively direct students in the direction of their future professional careers without any extra expense to the university. In conclusion, interactive learning tools, such as lectures integrated with intraoperative MRI/DTI images, motivate students to study and enhance their neuroanatomy education. Anat Sci Educ 6: 294–306. © 2013 American Association of Anatomists. 相似文献
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Text anxiety research in West German schools is explored and measures currently used are described. Test anxiety is examined in relation to academic achievement research and theory. Distinctions between state and trait anxiety and between worry and emotionality are discussed. Test anxiety is investigated both in the traditional tripartite school system as well as in the non-traditional unitary comprehensive school. Results of several longitudinal studies point to the findings that there are socialization effects as explained by reference group theory and that these effects also are specific to the particular learning environment which the students experience in each school system. Future directions of test anxiety research in West German schools are explored. 相似文献
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ABSTRACTThis study assesses acquisitions budget allocation for sustainable support of Indigenous Studies (IS) and the challenge of addressing the needs of an emergent subject area. A survey of collections librarians provided context for library allocation practices of other Canadian institutions offering IS programs. An analysis of titles purchased before and after creating an IS subject fund was performed; results reveal that there was an increase in the number of IS titles purchased annually after the fund was created. A defined subject fund allowed flexibility beyond conventional library collections structures to address the unique needs of IS as an academic discipline. 相似文献
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