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61.
Jens Stenger Narayan Khandekar Ramesh Raskar Santiago Cuellar Ankit Mohan Rudolf Gschwind 《文物保护研究》2016,61(6):348-361
A treatment with projected light for Mark Rothko's Harvard Murals (1962) is proposed. The group of five paintings on canvas has changed color due to the presence of a fugitive red pigment and excessive exposure to natural light in a room with large windows. For the conservation of Rothko's Harvard room, it is brought into context within his other commissions and environments. The original color of the works is determined by the digital restoration of contemporary photographs. With a camera projector system a compensation image is calculated that is projected onto the original canvas resulting in a restored color appearance. This approach of inpainting with light is compared with considerations of cleaning and inpainting in conventional conservation treatments. Overall lighting and architecture including the unusual wall color carefully chosen by Rothko play a key role in the treatment of the Mural cycle as an environment. 相似文献
62.
Josef Kessler Hans J. Markowitsch Wolfgang Guldin Rudolf Riess Monika Pritzel Maria Streicher Marcus Kerriou 《Learning & behavior》1980,8(3):457-464
The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species. 相似文献
63.
Markus H. Hefter Alexander Renkl Werner Riess Sebastian Schmid Stefan Fries Kirsten Berthold 《Journal of Experimental Education》2018,86(3):325-343
Argumentative thinking requires not only the skill to apply argumentative strategies such as supporting theories with evidence but also the will to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill. 相似文献
64.
In this paper we attempt to reflect on the past period in which we have lived and worked; more specifically to examine the role played by science and science education in the two recent Slovakian totalitarian regimes (1939–1945, 1948–1989). 相似文献
65.
Rudolf Rupp 《Journal of The Franklin Institute》2009,346(8):784-793
Let AR denote the set of functions from the disk algebra having real Fourier coefficients. Generalizing a result of Quadrat we show that every unstabilizable multi-input multi-output plant is as close as we want to a stabilizable multi-input multi-output plant in the product topology. 相似文献
66.
Nicholas De Witt Edmund King Jean vanden Bossche A. Harry Passow Eve Malmquist Alfred Yates Urban Dahllöf John D. Williams Conrad Graham Rudolf Cohen Elfriede Höhn Anna -Liisa Sysiharju Harry D. Gideonse D. J. D. Smith S. Kaneti-Barry Werner H. Tack M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):358-382
67.
Sinai Ucko Gert Otto M. J. Langeveld H. H. Stern Oskar Anweiler C. H. Dobinson Helmut Meyer-Bothling Jürgen Zabeck Heinrich Abel Hans Kirchhoff Rudolf Haas Heinrich Roth Lotte Schenk-Danzinger J. M. Tanner Barbara Magierska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):487-510
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This paper presents findings from two studies of publication patterns in leading English, German, European and US journals of education. The studies were funded by the German Research Association and conducted by an international team of researchers. All papers published in 14 selected journals between 2001 and 2010 were analysed in terms of their author profile, their methodological approach and their thematic focus. The analyses resulted in publication patterns for the selected journals and at an aggregated level for the four geographic areas in which journals are published, highlighting many similarities, but also distinct differences. As far as the differences are concerned, the lower share of female authors and the relative low proportion of papers drawing on empirical research in German journals are noteworthy. For US journals, the comparatively low importance of papers drawing on the international research discourse seems to be particularly important. Based on an analysis of related studies in this field the paper demonstrates a degree of alignment of publication patterns with disciplinary traditions and formation processes in the field of education. However, the trend analysis provided also shows that some of the traditional boundaries of education as an academic discipline are in a state of flux. 相似文献