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Emily C. Bouck Jiyoon Park Kennedy Levy Katie Cwiakala Abbey Whorley 《Exceptionality》2020,28(1):45-59
ABSTRACTIn theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package—an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction—on students’ acquisition and generalization of solving problems involving division of whole numbers with remainders. Three middle school students with disabilities participated in this multiple baseline, multiple probe across participants single case design study. Each of the students acquired the mathematical behavior of being able to solve division with remainders problems. In other words, a functional relation existed between the intervention package of explicit instruction and the Cuisenaire® Rods app-based manipulative and students’ accuracy in solving division with remainders problems. Yet, two students failed to generalize the skill without the explicit instruction and use of the app-based manipulative. 相似文献
33.
In recent years, the application of Information Technologies (IT) has fostered a tremendous growth in e-learning courses at colleges and universities in the United States. Subsequently, some colleges and universities have reported dropout rates of over 60% in e-learning courses. This research investigated persistence in e-learning courses of 187 college student-athletes. To predict the persistence of college student-athletes enrolled in e-learning courses, a conceptual model was proposed and assessed based on students' factors. The factors investigated included students' attitude toward computers, students' intrinsic and extrinsic motivation, students' perceived satisfaction, and students' previous academic performance measures (high school grade point average (GPA) and Scholastic Aptitude Test (SAT) score). These factors have previously shown tendencies toward persistence in e-learning courses. Results of this study indicate that students' high school GPA was a significant predictor of e-learning course persistence for college student-athletes. 相似文献
34.
Four year old children’s acquisition of print knowledge during electronic storybook reading 总被引:1,自引:0,他引:1
The experiment reported here explored the importance of engaging 4-year-old children’s interest in the print itself during
storybook reading. We explored the effect of computer animation of the print in order to draw the child’s attention to each
word as it was read. We also investigated the influence of illustrating that not all visual displays are readable print on
the child’s print knowledge. The measures of interest were print concept knowledge and early reading skill. Results indicated
that simply drawing children’s attention to the print during shared reading was insufficient to facilitate children’s learning
of print conventions, but this attention to print while hearing stories read did improve children’s letter reading. The child’s
active engagement with the print during shared story reading led to further improvements in written language skills, as illustrated
by gains in knowledge about print concepts. 相似文献
35.
This article describes a unique student exchange programme that has been operating for more than five years and which links students in the Department of Non-formal Education at Beit Berl College in Israel and students in the Department of Social Work at Fachhochschule Wiesbaden in Germany. The uniqueness of this programme lies not only in the co-operation between countries but mainly in the form of a professional study programme involving two educational institutions having different approaches and with different methods for the training of social workers that are embedded in different socio-cultural atmospheres and historical traditions. On top of these complexities, there was the need to cope with the question of how to rebuild relations between two societies loaded with the historical heritage of the Holocaust. The focus of this article is on the emergence and the development of the programme and on some of the dilemmas with which it was faced. 相似文献
36.
We studied the mobility of DNA molecules driven by an electric field through a nanofluidic device containing a periodic array of deep and shallow regions termed entropic traps. The mobility of a group of DNA molecules was measured by fluorescent video microscopy. Since the depth of a shallow region is smaller than the DNA equilibrium size, DNA molecules are trapped for a characteristic time and must compress themselves to traverse the boundary between deep and shallow regions. Consistent with previous experimental results, we observed a nonlinear relationship between the mobility and electric field strength, and that longer DNA molecules have larger mobility. In repeated measurements under seemingly identical conditions, we measured fluctuations in the mobility significantly larger than expected from statistical variation. The variation was more pronounced for lower electric field strengths where the trapping time is considerable relative to the drift time. To determine the origin of these fluctuations, we investigated the dependence of the mobility on several variables: DNA concentration, ionic strength of the solvent, fluorescent dye staining ratio, electroosmotic flow, and electric field strength. The mobility fluctuations were moderately enhanced in conditions of reduced ionic strength and electroosmotic flow. 相似文献
37.
Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK) 总被引:2,自引:0,他引:2
Andrew Madden Nigel Ford David Miller Philippa Levy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):255-280
A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials. 相似文献
38.
Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N= 48) and African American (Study 2; N= 69) elementary-aged children (ages 6-11) received history lessons that included information about racism experienced by African Americans (racism condition), or otherwise identical lessons that omitted this information (control condition). Children's racial attitudes and cognitive and affective responses to the lessons were assessed. Among European American children, racism condition participants showed less biased attitudes toward African Americans than control condition participants. Among African American children, attitudes did not vary by condition. Children in the two conditions showed several different cognitive and affective responses to the lessons. 相似文献
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