全文获取类型
收费全文 | 691篇 |
免费 | 17篇 |
专业分类
教育 | 575篇 |
科学研究 | 19篇 |
各国文化 | 5篇 |
体育 | 28篇 |
文化理论 | 3篇 |
信息传播 | 78篇 |
出版年
2023年 | 2篇 |
2021年 | 11篇 |
2020年 | 8篇 |
2019年 | 25篇 |
2018年 | 27篇 |
2017年 | 41篇 |
2016年 | 26篇 |
2015年 | 16篇 |
2014年 | 31篇 |
2013年 | 165篇 |
2012年 | 23篇 |
2011年 | 17篇 |
2010年 | 21篇 |
2009年 | 16篇 |
2008年 | 22篇 |
2007年 | 20篇 |
2006年 | 17篇 |
2005年 | 17篇 |
2004年 | 19篇 |
2003年 | 23篇 |
2002年 | 16篇 |
2001年 | 10篇 |
2000年 | 6篇 |
1999年 | 10篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 12篇 |
1995年 | 6篇 |
1994年 | 2篇 |
1993年 | 11篇 |
1992年 | 2篇 |
1991年 | 11篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 8篇 |
1983年 | 6篇 |
1981年 | 4篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1973年 | 1篇 |
1969年 | 2篇 |
1936年 | 1篇 |
1925年 | 1篇 |
1870年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有708条查询结果,搜索用时 31 毫秒
11.
12.
Most distance learning institutions collect vast amounts of learning data. Making sense of this ‘Big Data’ can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions. 相似文献
13.
14.
Danya M. Corkin Shirley L. Yu Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. 相似文献
15.
Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
16.
H M Wellman D Cross K Bartsch 《Monographs of the Society for Research in Child Development》1987,51(3):1-67
Research on Piaget's stage 4 object concept has failed to reveal a clear or consistent pattern of results. Piaget found that 8-12-month-old infants would make perserverative errors; his explanation for this phenomenon was that the infant's concept of the object was contextually dependent on his or her actions. Some studies designed to test Piaget's explanation have replicated Piaget's basic finding, yet many have found no preference for the A location or the B location or an actual preference for the B location. More recently, researchers have attempted to uncover the causes for these results concerning the A-not-B error. Again, however, different studies have yielded different results, and qualitative reviews have failed to yield a consistent explanation for the results of the individual studies. This state of affairs suggests that the phenomenon may simply be too complex to be captured by individual studies varying 1 factor at a time and by reviews based on similar qualitative considerations. Therefore, the current investigation undertook a meta-analysis, a synthesis capturing the quantitative information across the now sizable number of studies. We entered several important factors into the meta-analysis, including the effects of age, the number of A trials, the length of delay between hiding and search, the number of locations, the distances between locations, and the distinctive visual properties of the hiding arrays. Of these, the analysis consistently indicated that age, delay, and number of hiding locations strongly influence infants' search. The pattern of specific findings also yielded new information about infant search. A general characterization of the results is that, at every age, both above-chance and below-chance performance was observed. That is, at each age at least 1 combination of delay and number of locations yielded above-chance A-not-B errors or significant perseverative search. At the same time, at each age at least 1 alternative combination of delay and number of locations yielded below-chance errors and significant above-chance correct performance, that is, significantly accurate search. These 2 findings, appropriately elaborated, allow us to evaluate all extant theories of stage 4 infant search. When this is done, all these extant accounts prove to be incorrect. That is, they are incommensurate with one aspect or another of the pooled findings in the meta-analysis. Therefore, we end by proposing a new account that is consistent with the entire data set. 相似文献
17.
Suzanne Rice 《Learning Inquiry》2007,1(2):107-113
This article examines the moral dimensions of listening, paying special attention to the ways in which individuals’ particular
situation bears on their perception. Listening, on the account offered here, is a moral endeavor, with consequences for the
listener, as well as for those listened to. 相似文献
18.
19.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
20.
K. Patricia Cross 《高等教育研究与发展》1987,6(2):99-108
The role of higher education has changed in the United States. It has become a learning society where egalitarian pressures for equal opportunities led to the expansion of educational services to broader and more representative segments of society. Five propositions illustrate the current pressures for change. (1) Institutions of higher education no longer enjoy a monopoly on the provision of educational services. The learning society has given higher education new competition for the growing adult market. (2) The roles of education providers are increasingly blurred. (3) Higher education no longer has the full‐time commitment of students or of faculty. (4) Lifelong learning has become a lifelong necessity for almost everyone, which demands flexibility and responsiveness to change on the part of higher education. (5) A change is needed in the methods of teaching and learning to accommodate adult learners and to provide for the long‐ range needs of the learning society. 相似文献