全文获取类型
收费全文 | 838篇 |
免费 | 24篇 |
专业分类
教育 | 587篇 |
科学研究 | 28篇 |
各国文化 | 18篇 |
体育 | 103篇 |
文化理论 | 8篇 |
信息传播 | 118篇 |
出版年
2023年 | 6篇 |
2022年 | 9篇 |
2021年 | 14篇 |
2020年 | 22篇 |
2019年 | 47篇 |
2018年 | 40篇 |
2017年 | 46篇 |
2016年 | 35篇 |
2015年 | 28篇 |
2014年 | 29篇 |
2013年 | 189篇 |
2012年 | 28篇 |
2011年 | 28篇 |
2010年 | 18篇 |
2009年 | 20篇 |
2008年 | 17篇 |
2007年 | 25篇 |
2006年 | 29篇 |
2005年 | 19篇 |
2004年 | 12篇 |
2003年 | 10篇 |
2002年 | 11篇 |
2001年 | 11篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 5篇 |
1995年 | 12篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 7篇 |
1982年 | 11篇 |
1981年 | 11篇 |
1980年 | 3篇 |
1978年 | 3篇 |
1976年 | 6篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1964年 | 1篇 |
1962年 | 1篇 |
排序方式: 共有862条查询结果,搜索用时 31 毫秒
91.
Marcel W. Vooijs Tom H.A. Van Der Voort Jacqueline Hoogeweij 《Learning, Media and Technology》1995,21(1):23-35
Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved. 相似文献
92.
93.
Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills. 相似文献
94.
Tom Conlon Mary Simpson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):137-150
Drawing on data from a major survey on the impact of information technology initiatives on Scottish schools, we assess the extent to which the outcomes resemble those that have already been reported by Larry Cuban in his study of schools in Silicon Valley. We find a large measure of agreement. Scottish teachers and school students mostly have access to computers in their homes and classrooms. The home computers appear to be frequently used. The classroom computers, however, are encountered by students only seldom and when students do use computers in the classroom the activity is often peripheral to the learning process, such as word processing of essays. We discuss some possible explanations for this state of affairs and suggest some implications for policy-making. 相似文献
95.
G. Tanner Jackson Katherine E. Castellano Debra Brockway Blair Lehman 《Journal of Research on Technology in Education》2018,50(3):226-240
Open-ended, short-answer questions, referred to as constructed responses (CR), allow students to express knowledge and skills through their own words. While CRs can reduce the likelihood of guessing correct answers, they also enable students to provide errant responses due to a lack of knowledge or a misunderstanding of the question. Conversation-based assessments (CBAs) require constructing responses to open-ended prompts (similar to CRs), but also leverage natural-language processing to provide adaptive follow-up prompts that target particular information. This work describes an investigation into potential benefits of CBAs as they are compared to a CR approach. Results from 632 middle schoolers indicate that, when compared to CRs, the CBA items allowed 41% of students to provide a more complete response and improve their score. 相似文献
96.
Tom Hardy 《The International Journal of Art & Design Education》2002,21(1):52-59
The new AS level modular examinations for year 12 students in England were introduced as part of the government's Curriculum 2000 reforms designed to bring greater breadth to year 12 and 13 experience. A uniform structure of two modules followed by a synoptic timed test has been imposed on all subjects by the Qualifications and Curriculum Authority [QCA]. In AS Level Art the expressive study module requires evidence of a broad engagement with different generic art forms and visual language skills. The Thematic Study requires convergence towards specific outcomes in at least two media and the Timed Test of eight hours duration requires work towards a single theme with a preparatory period of six weeks. The paper arrives in January so the two coursework modules need to be completed in a little more than a term. The four assessment objectives are as follows: 1 To record observations, experiences, ideas, information and insights in visual and other forms, appropriate to intentions. 2 To analyse and evaluate critically sources such as images, objects, artifacts and texts, showing understanding of purposes, meanings and contexts. 3 To develop ideas through sustained investigations and exploration, selecting and using materials, processes and resources, identifying and interpreting relationships and analysing methods and outcomes. 4 To present a personal coherent and informed response, realising intentions and articulating and explaining connnections with the work of others. All four objectives need to be met in each module. Although some subjects have welcomed the change, it seems that fears raised by those concerned with the teaching of art during the consultation process have been born out by the experience of the last year. Previously art teachers were free to address skills and concepts in their own way and with regard to the different aptitudes, interests and learning styles of their students. The final submission, including the exam project, was marked as a whole relying on the professional experience of the teacher and moderators to balance the requirements of the syllabus with the transcendent, the ‘wow factor’. This paper questions the value of a tiered course that is at once superficial in its expectations, draconian in content, unrealistic in its timescale and discourages work of substance. 相似文献
97.
Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2020,27(2):178-191
ABSTRACTThis paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors ‘more is up’ and ‘good is up’ we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct conceptual category, with complex and varying rules for the correct usage of different ability terms. The fact that most abilities can be discussed in terms of both ‘possession’ and of ‘more or less’ invites reification, spatialisation, and hence the application of measurement metaphors. Insights into the measurement of abilities can be gained by careful consideration of how ability terms are used in normal discourse, especially of athletic abilities which are partly quantified in terms of attributes that are physically measureable. The fuzziness of natural language creates some of the problems in understanding standards in both psychometrics and physical measurement. 相似文献
98.
Johanna Lönngren Tom Adawi Magdalena Svanström 《European Journal of Engineering Education》2019,44(1-2):196-221
ABSTRACTIn recent years, there has been increasing interest within the engineering education research community to prepare engineering students to address wicked problems (WPs) such as climate change, resource scarcity and violent conflict. Previous research suggests that engineering students are able to address WPs if they are given adequate support, but there is a lack of research on what kinds of support are needed. This paper aims to reduce this gap by reporting on students’ performance in, and approaches to, addressing WPs when different scaffolding strategies were used in different parts of a rubric-based intervention. The intervention aimed to provide undergraduate engineering students with an understanding of the nature of WPs and with a structured way of addressing them. For each part of the intervention, we discuss affordances for learning provided by the different scaffolding strategies. The results suggest that strong cognitive scaffolding can support students’ understanding of the nature of WPs and students’ performance in written responses to WPs, but possibly also limits deep engagement with WPs and transfer of learning to other contexts. 相似文献
99.
Steve Walker Tom Olney Carlton Wood Anactoria Clarke Moira Dunworth 《Open Learning》2019,34(1):118-133
ABSTRACTDespite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them. 相似文献
100.
Tom Davies 《The International Journal of Art & Design Education》2002,21(3):284-291
This paper examines the connections between the training models of late 19th century Schools of Design (Art) as exemplified by the first municipal School of Art (Margaret Street, Birmingham) and the current preparation of specialist teachers of Art and Design. A recurrent theme is the paradox of objective, measurable standards, pitted against notions of subjective independent learning, individual relevance and choice. Consistent with other papers from this author, the thrust of the perspective is questioning the compatibility of an examination–dominated agenda and opportunities for experimentation, creative risk taking and forms of supported, purposeful play. Continuing research explores the concept and purpose of drawing in an increasingly technological, global information society. 相似文献