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241.
Four experiments were performed to explore the role of context in operant extinction. In all experiments, leverpressing in
rats was first reinforced with food pellets on a variable interval 30-s schedule, then extinguished, and finally tested in
the same and a different physical context. The experiments demonstrated a clear ABA renewal effect, a recovery of extinguished
responding when conditioning, extinction, and testing occurred in contexts A, B, and A, respectively. They also demonstrated
ABC renewal (where conditioning extinction and testing occurred in contexts A, B, and C) and, for the first time in operant
conditioning, AAB renewal (where conditioning, extinction, and testing occurred in contexts A, A, and B). The latter two phenomena
indicate that tests outside the extinction context are sufficient to cause a recovery of extinguished operant behavior and,
thus, that operant extinction, like Pavlovian extinction, is relatively specific to the context in which it is learned. AAB
renewal was not weakened by tripling the amount of extinction training. ABA renewal was stronger than AAB, but not merely
because of context A’s direct association with the reinforcer. 相似文献
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243.
This study describes the development of an instrument to investigate elementary students attitudes toward science. As a result of the instrument development process employed, the finalized instrument consisted of 28-items separated into three dimensions. The instrument was found to exhibit acceptable ranges of internal consistency. Confirmatory Factor Analysis showed three factors that clustered into the three dimensions of attitude identified and concurrent validity was evidenced as correlations were found when comparing attitude measures with the instrument to students?? perceptions of their science classrooms. Based on the analyses completed, the instrument appears to be useful for assessing student attitude toward science. 相似文献
244.
Todd Jennings 《The Educational forum》2015,79(4):451-458
AbstractOne strategy used to teach about diverse populations is to edit their -curricular representations to minimize their transgressive nature in an effort to gain more acceptance among students. This article explores the implications of these -assimilationist narratives when used in educator preparation programs to -represent LGBTQ people. It examines the potential advantages of teaching more diverse and transgressive representations in the interest of inclusion and educator -preparation. 相似文献
245.
Working with practicing teachers, this article demonstrates, through the facilitation of a statistical activity, how to introduce and investigate the unique qualities of the statistical process including: formulate a question, collect data, analyze data, and interpret data. 相似文献
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An argument can be made that libraries are businesses, with users as their customers. Given the increasing scarcity of funding and pressure for proving value, academic libraries could benefit from leveraging certain business practices to increase user satisfaction. Creating a comprehensive strategy for building long-term user relationships can solidify support for libraries by engaging with all stakeholders to improve their library experiences. The Customer Relationship Management philosophy described here provides an opportunity for institutions to show their total value to all users and stakeholders and in doing so, improve the business of academic libraries. 相似文献
248.
ABSTRACT In the spring of 1994, the University of Virginia piloted the first Virtual Team Case Competition. This event combined telecommunications and case‐method teaching to promote the use of technology and problem solving among teams of pre‐service teachers from three countries. Participating teams subscribed to a general mailing list to receive instructions, a schedule of events, and a case based on a real classroom situation. Teams had approximately ten days to email their analyses of the case to judges and to administrators of the competition. Judges scored each team's responses to the teaching case and to follow‐up questions and sent their evaluations by private email to the administrators. Results of the competitition were then posted over the mailing list. This paper describes both how the competition worked and what we learned from our experiment with the first Virtual Team Case Competition. 相似文献
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