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91.
Shirley J. Kokot 《教育心理学》1989,9(4):273-285
Plutchik's theory of emotion states that primary emotions, namely joy, acceptance, anger, fear, sadness, surprise, expectation and disgust, are experienced by all individuals from birth. Literature claims that primary school children (aged 9‐12 years) are capable of verbalising emotions. This research outlines the steps taken to identify a language of emotions which is understood and used by primary school children to express emotional experience. A sample of 444 English‐speaking, white boys and girls aged 9‐12 years was used. As a result, verbal statements were identified as being part of the child's language pertaining to the emotions of joy, anger, fear, sadness and interest. The children showed less agreement about statements expressing disgust, acceptance and surprise. 相似文献
92.
Male and female rabbits received Pavlovian conditioning in which a 1, 216-Hz tone served as the CS and a 3-mA paraorbital electric shock train served as the US. Eyeblink (EB) and heart rate (HR) CRs were assessed. Half of the animals received prior exposure to the CS, while half were restrained in the chamber for a similar length of time but did not receive prior CS exposure. Different groups of each sex received three different CS intensities including 60, 75, and 90 dB (SPL) during both preexposure and conditioning. The results revealed that latent inhibition of the EB CR occurred only at the intermediate CS intensity, as indicated by a significant impairment of EB conditioning in this group. However, the magnitude of the decelerative HR CR was attenuated by prior CS exposure at all three CS intensities. Females showed faster EB conditioning than males, but latent inhibition occurred in both sexes. These results suggest that somatomotor and autonomic systems are affected differently by prior CS exposure. 相似文献
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This study focuses on the discourse of an intercontinental on-line Master’s programme in adult learning, using English as
the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia.
The programme is highly interactive, emphasising communication between students. Taking the variation in participation as
the point of departure, a discourse analysis aiming at analysing the contingencies contributing to the pattern of communication
in the programme was undertaken. Data consist of a variety of texts on-line web-documents, written notes, and narratives that
participants wrote about their lives related to participation in the programme. The use of English as the lingua franca contributed
to a mistake anxiety, which for some students was hampering their communication in the programme. Aspects of the material
world such as the vast differences in the efforts and costs for participating in the programme were also highly interrelated
to the shaping of socio-culturally situated identities among the students and thereby contributing to the variation in frequency
in participation. The results show that the official discourse of the programme as a text, with its emphasis on equity, change
and development, gets subordinated to the discourses produced and reproduced by the students in the programme as a discursive
practice and social practice. The students’ accounts reveal that there are fragments of an alternative discourse emerging,
based on mutual concern and friendship, which might suggest a potential for changing the communicative patterns in the programme. 相似文献
96.
Shirley E. Earl 《Assessment & Evaluation in Higher Education》1986,11(1):60-69
Group Modelling is expanding in the UK and has provided a suitable medium for Communication training at Robert Gordon's Institute of Technology. The CNAA has approved a scheme in which 10% of the marks in Mathematical Models and Methods course are peer awarded. The criteria which students use are not cited explicitly because the scheme wishes to reflect the shift from staff‐sponsored instruction to self/peer sponsored perception of relationships and the tender of solutions. The scheme provides the opportunity to measure what happens outside class contact hours and is proving an effective method of group assessment. 相似文献
97.
The discussions held in specifying an automaticvehicle as a project in a distance work-relatedcourse are in focus for an analysis of learningin networked discussions. Learning ischaracterised as coming to experience things indistinctly new ways, in keeping with theunderlying phenomenographic research approachfor the study. Group discussions are seen asone feature in the experience of, and theformation of, the context for learning, in anexperiential interpretation of activitysystems. The analysis has led to theidentification of pivotal contributions todiscussions that can be said to afford learningwithin the group, in the sense of openingdimensions of variation around criticalfeatures of the task. This is developed toproduce a taxonomy of contributions, withparticipatory, factual, reflective and learningcontributions, suggested to be necessary,though not sufficient, conditions for learning.The taxonomy is illustrated and discussed, asare its implications for tutoring in networkedcourses of this type. 相似文献
98.
This article describes the Coping Inventory, an observation instrument based on Lois Murphy's longitudinal study of children's coping behavior. The inventory is used to assess forty‐eight coping behaviors and to develop a profile which generates goals and objectives in a child's Individualized Educational Plan aimed at increasing coping competence. Examples and supportive technical data are given. 相似文献
99.
Melissa L. Shirley Karen E. Irving Vehbi A. Sanalan Stephen J. Pape Douglas T. Owens 《International Journal of Science and Mathematics Education》2011,9(2):459-481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication
between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations
such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts.
However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform.
Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in
secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair
mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration
of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important
considerations for the implementation of educational technology. 相似文献
100.