全文获取类型
收费全文 | 1045篇 |
免费 | 29篇 |
国内免费 | 2篇 |
专业分类
教育 | 777篇 |
科学研究 | 82篇 |
各国文化 | 9篇 |
体育 | 93篇 |
文化理论 | 8篇 |
信息传播 | 107篇 |
出版年
2022年 | 8篇 |
2021年 | 15篇 |
2020年 | 21篇 |
2019年 | 42篇 |
2018年 | 44篇 |
2017年 | 43篇 |
2016年 | 31篇 |
2015年 | 14篇 |
2014年 | 21篇 |
2013年 | 236篇 |
2012年 | 30篇 |
2011年 | 24篇 |
2010年 | 16篇 |
2009年 | 13篇 |
2008年 | 23篇 |
2007年 | 16篇 |
2006年 | 20篇 |
2005年 | 15篇 |
2004年 | 22篇 |
2003年 | 17篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 15篇 |
1999年 | 14篇 |
1998年 | 13篇 |
1997年 | 13篇 |
1996年 | 19篇 |
1995年 | 16篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 15篇 |
1989年 | 11篇 |
1988年 | 12篇 |
1986年 | 13篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1983年 | 16篇 |
1982年 | 7篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1976年 | 8篇 |
1975年 | 6篇 |
1974年 | 8篇 |
1969年 | 5篇 |
1890年 | 7篇 |
排序方式: 共有1076条查询结果,搜索用时 15 毫秒
141.
142.
Traditionally, working memory has been divided into two major domains: verbal and visuo-spatial. The verbal domain of working memory can be characterized either by its relationship to language or by its grounding in auditory processing. Because of this ambiguity, languages that are not auditory and vocal (i.e., signed languages) pose a challenge to this conception of working memory. We describe several experiments with deaf users of American Sign Language (ASL) that explore the extent to which the architecture of working memory is determined by the constraints of auditory and visual processing and the extent to which it is determined by the characteristics of language. Various working memory effects were investigated: phonological similarity, word length, and articulatory suppression. The pattern of evidence strongly supports the existence of a sign-based 'rehearsal loop' mechanism parallel to the speech-based rehearsal loop. However, we also discuss evidence pointing to differences between the speech loop and the sign loop from forward and backward digit span tasks with deaf and hearing subjects. Despite their similarities based on linguistic properties, the speech loop and the sign loop appear to diverge due to the differing processing demands of audition and vision. Overall, the results suggest that the architecture of working memory is shaped both by the properties of language structure and by the constraints imposed by sensorimotor modality. 相似文献
143.
Alf Lizzio Keithia Wilson Veronica Hadaway 《Assessment & Evaluation in Higher Education》2007,32(2):195-213
This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: respectful partnership between staff and students reflecting primarily interpersonal justice considerations; and systemic fairness reflecting a concern for accessible information and effective problem‐solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students’ psychological identification with their department, interactional justice concerns (i.e., respectful staff–student partnership) were most strongly predictive. In the second study (n = 87), students’ perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire. 相似文献
144.
This paper examines a theoretical perspective on the ways in which children progress in learning mathematics. It suggests that there is a difficulty in associating teaching discourses with the mathematics they locate. This can result in an incommensurability between alternative perspectives being offered. The paper resists attempts to privilege any particular account but rather demands an analysis of these discourses and their presuppositions. In developing these themes the paper invokes Ricoeur's analysis of time and narrative as an analytical approach to treating notions such as transition, development and progression in mathematical learning. His notion of semantic innovation is introduced. This embraces both the introduction of a new metaphor into a sentence or the creation of a new narrative which reorganises events into a new plot. The notion is utilised in arguing that the shift in the student's mathematical development from arithmetic to first order linear equations with unknowns reconfigures the contextual parameters governing the understanding of these mathematical forms. It is also utilised in showing how alternative approaches to accounting for such transitions suit different and perhaps conflicting outcomes. For example, demonstrating awareness of generality or performing well in a diagnostic test featuring the solution of linear equations.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
145.
146.
Ben Littlepage Teresa Clark Randal Wilson Logan Stout 《Community College Journal of Research & Practice》2018,42(6):379-388
Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon. 相似文献
147.
148.
Anna Wilson Susan Howitt Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes. 相似文献
149.
150.
The ways computer technology could be used to teach science to students with learning disabilities (LD) are explored. Science is for all students and that includes students with LD. Learning science has both cognitive and affective implications for students with LD. In this context, computer technology provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery; developing expert tutors; anchoring instruction; integrating science with other subjects; reducing cognitive load on working memory; and motivating students to stay on task. These applications are discussed with implications for teaching science to students with LD. 相似文献