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Students often find the fact that a sample statistic is a random variable very hard to grasp. Even more mysterious is why a sample mean should become ever more Normal as the sample size increases. This simulation tool is meant to illustrate the process, thereby giving students some intuitive grasp of the relationship between a parent population and the distribution of a sample mean. 相似文献
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Although many studies have evaluated the gains in knowledge resulting from various programs and models, the affective effects of such interventions have been largely ignored. Positive affect, however, can serve to motivate cognitive learning. This study investigated how students felt about two types of career education instructional models: field exposure and didactic. Students who received field exposure training felt more positive about their training experience than students who received didactic instruction. This difference may be one reason why field exposure training has been found to be effective in producing cognitive gains relative to more traditional, didactic approaches. 相似文献
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Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach 总被引:2,自引:0,他引:2
Denham SA Bassett HH Mincic M Kalb S Way E Wyatt T Segal Y 《Learning and individual differences》2012,22(2):178-189
Examined how aspects of social-emotional learning (SEL)-specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation-clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic success. 275 four-year-old children from private day schools and Head Start were directly assessed and observed in these areas, and preschool and kindergarten teachers provided information on social and academic aspects of their school success. Three groups of children were identified: SEL Risk, SEL Competent-Social/Expressive, and SEL Competent-Restrained. Group members differed on demographic dimensions of gender and center type, and groups differed in meaningful ways on school success indices, pointing to needed prevention/intervention programming. In particular, the SEL Risk group could benefit from emotion-focused programming, and the long-term developmental trajectory of the SEL Competent-Restrained group requires study. 相似文献
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Theory, practice, and research are all espoused to be core values within counselor education. The authors assert that research needs to become directly associated with theory and practice for it to be a concurrent core value. Action research is most simply defined as a form of research that is practitioner based. The authors propose infusing action research throughout master's‐level curricula as a means of promoting research as a core value concurrent with theory and practice. A case illustration of an action research investigation in a Professional and Ethical Issues in Mental Health Counseling course is described. 相似文献
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Stephen J. Frost Nicole Landi W. Einar Mencl Rebecca Sandak Robert K. Fulbright Eleanor T. Tejada Leslie Jacobsen Elena L. Grigorenko R. Todd Constable Kenneth R. Pugh 《Annals of dyslexia》2009,59(1):78-97
Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the
segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6
to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech
tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior
temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending
on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend
the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers
and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on
the path toward successful literacy acquisition.
相似文献
Stephen J. FrostEmail: |
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Todd J. B. Blayone Olena Mykhailenko Roland vanOostveen Oleksiy Grebeshkov Olena Hrebeshkova Oleksandr Vostryakov 《Technology, Pedagogy and Education》2018,27(3):279-296
Collaborative-constructivist online learning appears well aligned with Ukraine’s post-revolutionary aspirations for globalised and transformed higher education. This study explores digital competencies of students and professors at Kyiv National Economic University, Ukraine, to probe readiness for fully online collaborative learning. The General Technology Competency and Use profile tool was completed by 244 participants to measure digital experience and confidence across four categories of human–computer activity. To assess readiness, reported levels of competencies were related to the three dimensions of successful collaborative learning described by the Community of Inquiry model. Despite some key differences between students and teachers, general findings include moderate-to-low levels of self-reported technical, social and informational competency, accompanied by consistently low levels of epistemological competency. These findings suggest that neither students nor teachers are adequately prepared for achieving high levels of social, cognitive and teaching presence in a fully online learning environment. It is recommended that digital-competency development become an educational priority. 相似文献