全文获取类型
收费全文 | 307篇 |
免费 | 11篇 |
国内免费 | 2篇 |
专业分类
教育 | 217篇 |
科学研究 | 18篇 |
各国文化 | 7篇 |
体育 | 43篇 |
文化理论 | 4篇 |
信息传播 | 31篇 |
出版年
2023年 | 4篇 |
2022年 | 2篇 |
2021年 | 10篇 |
2020年 | 11篇 |
2019年 | 16篇 |
2018年 | 24篇 |
2017年 | 15篇 |
2016年 | 20篇 |
2015年 | 14篇 |
2014年 | 11篇 |
2013年 | 71篇 |
2012年 | 13篇 |
2011年 | 9篇 |
2010年 | 9篇 |
2009年 | 3篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1996年 | 2篇 |
1993年 | 1篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1967年 | 2篇 |
1955年 | 1篇 |
排序方式: 共有320条查询结果,搜索用时 390 毫秒
101.
This article presents a Vygotsky-inspired analysis of how a teacher mediated a “thinking aloud” whole-group discussion in
a 6th grade mathematics classroom. This discussion centered on finding patterns in a triangular array of consecutive numbers
as a phase towards building recursive and direct algebraic formulas. By a “thinking aloud” discussion we mean a conversation
wherein students exchange and further develop ideas-in-the-making with their peers under the teacher’s guidance. Drawing upon
Halliday’s systemic functional linguistics (SFL), we treated the selected discussion as a text. We then analyzed how the teacher
mediated the conjoined making of this text so that it served as an interpersonal gateway for students to practice searching
for patterns and signifying these patterns in propositional form. This analysis was guided by the following questions: How
did the discussion as a text-in-the-making mean what it did? What was the role of the teacher in the conjoined making of this
text? Our study illustrates the power of SFL for capturing the inner grammar of instructional conversations thus illuminating
the complexities and subtleties of the teacher’s role in mediating semiotic mediation in mathematics classrooms. 相似文献
102.
Sam Kong San 《Action Learning: Research and Practice》2006,3(1):97-105
Information Technology brings about rapid changes in working environment, quickly rendering skills and knowledge gained in formal learning institutions obsolete. Even as they prepare students for their first career, institutions also need to equip students with skills necessary for lifelong learning. The Nanyang Technological University (NTU), Singapore has accordingly structured its curricula into Academic Studies and General Studies where the former focuses on core subjects (broad based knowledge-specific studies), and the latter on general knowledge (multi-disciplines catering to various interests for lifelong benefits). A 12-week course, ‘Introduction to Tao for Effective Action Learning’ which focuses on learning processes was developed and has been taught by the author, for undergraduates at NTU since July 2001. The course materials were derived from the author's Ph.D. thesis ‘The Tao of Action Learning’ (Sam, 2000). This paper explains the nature of the action learning programme at NTU and includes one account from participant students. 相似文献
103.
In the first four experiments, it was found that aversions to saccharin solution produced by contingent poisoning were similar regardless of whether the rats had been trained under the test deprivation or under a different deprivation; the two deprivation states used were thirst and satiety. In Experiment 5, rats were poisoned after drinking grape juice while hungry or poisoned after drinking milk while thirsty, but they were not poisoned after grape-thirst or milk-hunger combinations. In abstract terms, poisoning occurred after AX and BY stimulus combinations, but did not occur after AY and BX combinations. There was some learning under these discrimination conditions. 相似文献
104.
In four experiments, it was found that rats subjected to extinction of conditioned taste aversions readily reacquired these aversions when subjected to conditioning once again. Two of the present procedures were very similar to those used by Danguir and Nicolaides in unsuccessful attempts to obtain reconditioning of extinguished taste aversions. 相似文献
105.
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of
science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of
evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to
address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains
in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and
natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers
still preferred that antievolutionary ideas be taught in school. 相似文献
106.
This article discusses the use of Wikipedia by academics and students for learning and teaching activities at Liverpool Hope University. Hope has distinctive aspects but we consider the findings to be indicative of Wikipedia use at other British universities. First we discuss general issues of Wikipedia use within the university. Second, we examine existing research on Wikipedia use amongst students and academics. Based upon a sample of 133 academics and 1222 students, our principal findings were: (1) 75% of academics and students use Wikipedia; (2) student use is typically confined to the initial stages of assessments; (3) a quarter of academics provide guidance on how to use Wikipedia and (4) 70% of academics use Wikipedia for background information for teaching purposes, something that it is not influenced by whether student use is tolerated or not. Our conclusion is that whilst Wikipedia is now unofficially integrated into universities, it is not ‘the’ information resource as feared by many and that an enlightened minority of academics have attempted to assimilate it into their teaching. 相似文献
107.
培养具有创新意识,能综合运用所学科学理论和技术手段,具备分析并解决工程问题能力的未来工程师,教学与社会需求紧密集合,缩小从学校步入企业的差距感,是美国辛辛那提大学学者提出的EXPLORES教学理念的核心思想。该文探讨了堆于知识泛化、自主解决问题、工程项目驱动的教学模式。以数字化制造教学为例,打造具有代表性的企业数字化制造车间模拟环境,打破课程界限,引入具有实际工程背景的项目,通过分组合作方式,展开教学实践。以期提高学生对实际工程领域中机械制造技术的认知,使教学更贴近社会需求。为促进学生从高校到工程技术岗位上的无缝转变提供建议与参考。 相似文献
108.
Rufus P. Turner's The Illustrated Dictionary of Electronics (Blue Ridge Summit, Pa.: TAB Books, 1980---$19.95/14.95) Sam Fedida and Rex Malik's The Viewdata Revolution (New York: John Wiley, 1980--- $34.95) The latest from the Harvard Program on Information Resources Policy (200 Aiken, Harvard University, Cambridge, Mass. 02138) 相似文献
109.
Caryn Medved Kelly Morrison James Dearing Sam Larson Greg Cline Boris Brummans 《Journal of Applied Communication Research》2013,41(2):137-152
Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions. 相似文献
110.
Ernest Pascarella Louise Bohr Amaury Nora Sam Ranganathan Mary Desler Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589
This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges. 相似文献