全文获取类型
收费全文 | 555篇 |
免费 | 5篇 |
专业分类
教育 | 375篇 |
科学研究 | 45篇 |
各国文化 | 6篇 |
体育 | 33篇 |
文化理论 | 26篇 |
信息传播 | 75篇 |
出版年
2021年 | 4篇 |
2020年 | 9篇 |
2019年 | 11篇 |
2018年 | 18篇 |
2017年 | 20篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 12篇 |
2013年 | 140篇 |
2012年 | 8篇 |
2011年 | 14篇 |
2010年 | 8篇 |
2009年 | 10篇 |
2008年 | 5篇 |
2007年 | 9篇 |
2006年 | 12篇 |
2005年 | 11篇 |
2004年 | 12篇 |
2003年 | 15篇 |
2002年 | 20篇 |
2001年 | 13篇 |
2000年 | 9篇 |
1999年 | 13篇 |
1998年 | 9篇 |
1997年 | 9篇 |
1996年 | 8篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 7篇 |
1990年 | 3篇 |
1989年 | 8篇 |
1987年 | 3篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 8篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 7篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 9篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1971年 | 4篇 |
1967年 | 4篇 |
1966年 | 4篇 |
1943年 | 2篇 |
排序方式: 共有560条查询结果,搜索用时 15 毫秒
551.
Kristen E. DiCerbo Yuning Xu Roy Levy Emily Lai Laura Holland 《Educational Assessment》2017,22(4):275-297
Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students’ processes as they progress through learning activities. These data have the potential to yield information about student cognition if methods can be developed to identify and aggregate evidence from diverse data sources. This work demonstrates how data from multiple carefully designed activities aligned to a learning progression can be used to support inferences about students’ levels of understanding of the geometric measurement of area. The article demonstrates evidence identification and aggregation of activity stream data from two different digital activities, responses to traditional assessment items, and ratings based on observation of in-person non-digital activity aligned to a common learning progression using a Bayesian Network approach. 相似文献
552.
553.
554.
555.
556.
557.
558.
Roy Hawkey 《Curator: The Museum Journal》2003,46(1):42-59
This paper describes a range of theatrical events developed by the Education Unit of the Natural History Museum, London. Theater is used to target non‐traditional audiences, thereby helping meet the museum's educational mandate in innovative ways. The museum's galleries have recently hosted a variety of characters, traditional and contemporary, historical and fictional, in a number of dramatic formats: ensemble pieces, role‐playing, puppetry, dance, mime, and acrobatics. The examples described here provide the occasion for exploring related issues, such as the museum's overall objectives for the program, the responses of visitors, and the spatial and temporal limitations to the design process. 相似文献
559.
Despite its existence for over six decades, the practice of human performance technology (HPT) has not been widely accepted within organizations. Varying levels of confusion surround the understanding of HPT, which has been influenced by myriad fields and disciplines. Although HPT is focused on improving performance at the organizational, team, and individual levels, it does not own the practice of performance improvement. The goal of optimal performance across various functions and levels within an organization is not confined to HPT but extends to process improvement, human resource development, organizational development, knowledge management, and several other areas. Therein lies the problem: A lack of consideration about the boundaries that delineates the field has ramifications for both the research on and the practice of HPT. This study examines the domains and disciplines that HPT proponents consider central to the field. 相似文献