全文获取类型
收费全文 | 409篇 |
免费 | 3篇 |
专业分类
教育 | 323篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 36篇 |
信息传播 | 46篇 |
出版年
2020年 | 5篇 |
2019年 | 7篇 |
2018年 | 11篇 |
2017年 | 8篇 |
2016年 | 17篇 |
2015年 | 10篇 |
2014年 | 10篇 |
2013年 | 103篇 |
2012年 | 15篇 |
2011年 | 6篇 |
2010年 | 9篇 |
2009年 | 8篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 7篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 10篇 |
2002年 | 7篇 |
2001年 | 4篇 |
1999年 | 3篇 |
1995年 | 5篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 8篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 6篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 7篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1969年 | 7篇 |
1968年 | 3篇 |
1967年 | 6篇 |
1966年 | 3篇 |
1965年 | 2篇 |
排序方式: 共有412条查询结果,搜索用时 15 毫秒
51.
Abstract: The Cornell Critical Thinking Test (CCTT) is one of the many multiple‐choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list as a student‐learning objective, measuring gains in CT is relatively difficult. If the majority of the class time is spent discussing and solving ill‐defined problems, then will students become actively and meaningfully involved in their own learning and will there be any gains in CT skills? To measure gains using this format, the CCTT was administered as a pre‐ and posttest to Food Science and Human Nutrition students in an Experimental Foods class taught every fall over an 8 y period (2001–2008). Statistical analysis indicated that in 2 of the years (2002 and 2004), there were significant gains (P values 0.036 and 0.045, respectively) in CT scores. Furthermore, in both years, there were significant gains in the same 2 aspects of CT (deduction and assumption) and not in the other aspects. However, we suggest that completing several take‐home exams with many open‐ended questions, writing detailed laboratory reports, and documenting unsolicited student reflections in journal entries that comment on apparent gains in CT skills may be a better indication of actual gains in CT skills compared to the actual CCTT test scores. 相似文献
52.
53.
This article presents results from an innovative social work field education program, which prepares BSW and MSW students to work in interdisciplinary teams with congregational nurses as they serve persons age 55+ or older. The Congregational Social Work Education Initiative is a field education project based on an applied interdisciplinary model, whereby social work students at the graduate and undergraduate level partner with congregational nurses to serve at-risk members of congregations and religious affiliated organizations (RAOs). Students and nurses provide free health, mental health, and wellness services to address individual, family, group, and community health, mental health, and housing issues. Funded by community health foundations, it trains BSW and MSW students for professional practice in congregational and community religious affiliated settings through interdisciplinary and collaborative methods. Information on the development of the model and case illustrations are provided so other social work educational programs and congregational nurse programs might duplicate its success. 相似文献
54.
Pendar Hazrati Peter James Sinclair Wayne Spratford René Edouard Ferdinands Bruce Robert Mason 《Journal of sports sciences》2018,36(1):7-13
Active drag force in swimming can be calculated from a function of five different variables: swim velocity, tow velocity, belt force, power output and exponent of velocity. The accuracy of the drag force value is dependent on the accuracy of each variable, and on the contribution of each variable to drag estimation. To calculate uncertainty in drag value, first the derivatives of the active drag equation with respect to each variable were obtained. Second, these were multiplied by the uncertainty of that variable. Twelve national age and open level swimmers were recruited to complete four free swimming and five active drag trials. The uncertainties for the free and the tow swim velocities, and for the belt force, contributed approximately 5–6% and 2–3% error, respectively, in calculation of drag. The result of the uncertainty of the velocity exponent (1.8–2.6) indicated a contribution of about 6% error in active drag. The contribution of unequal power output showed that if a power changed 7.5% between conditions, it would lead to about 30% error in calculated drag. Consequently, if a swimmer did not maintain constant power output between conditions, there would be substantial errors in the calculation of active drag. 相似文献
55.
56.
Wayne A. Hershberger 《Learning & behavior》1986,14(4):443-451
Forty food-deprived cockerel chicks were tested individually in a straight runway containing a familiar food cup that moved when the chicks moved. The food cup always moved in the same direction as the chick: For 20 experimental chicks it moved twice as far as the chick; for 20 control chicks it moved half as far. In Lewis Carroll’s (1898/1926) picturesque terminology, the experimental chicks were tested in Alice’s “room through the looking-glass,” in which, in order to approach the food cup, they had to “walk the other way.” Although the control chicks performed well, the experimental chicks evinced the runway behavior that characterizes positive feedback: They persistently chased the food cup away. This means that the spatial polarity of visual feedback is critical and implies that an ordinary approach response is but an automatic (closed-loop) realization of an intended visual perception. 相似文献
57.
ABSTRACTIn this paper, our purpose is to investigate policy informing texts and discourses referencing transgender equality and gender diversity in the Western Australian education system. Drawing on scholarship from transgender, queer and policy studies, we highlight the interplay of progressive and conservative forces affecting the Western Australian education system’s commitment to supporting transgender and gender non-binary students. Based on a Social Sciences and Humanities Research Council of Canada (SSHRC) project, the paper constructs a Western Australian case study, which threads together the critical examination of policy informing texts, qualitative interview data and media discourses surrounding public narratives, such as the Safe School Coalition Australia’s attempt to implement a school program, which builds awareness about gender and sexual diversity. Emerging through the material, discursive and spatial elements of locales and networks, our case study has the potential to deepen knowledge regarding the heuristic capacity of employing policyscape as an analytic category. In this vein, we draw attention to the possibilities and challenges for re-conceptualizing gender and providing trans-affirmative school spaces that promote equality. 相似文献
58.
59.
This paper focuses on the Australian federal Parliamentary Inquiry into Boys’ Education, Boys: Getting it Right, which is shown to be an exemplary instance of recuperative masculinity politics. The paper demonstrates how, through a variety of rhetorical strategies, its anti‐feminist politics are masked and how the report works with essentialised differences between boys and girls. The argument is demonstrated through a focus on a number of the report’s recommendations, including the call for a recasting of current gender policy, the need for creating so‐called ‘boy‐friendly’ curricula, assessment and pedagogical practices, and for employment of more male teachers. The report draws on populist literature and submissions from the boys’ lobby, as well as practice‐oriented submissions to the neglect of theoretically oriented and (pro‐)feminist work. As such, the significance of the construction of masculinities to boys’ attachment to and performances in school is totally neglected, limiting the value of the report’s recommendations for improving schooling for both boys and girls. 相似文献
60.
A hurdle-jump escape response was employed to assess the laboratory rat’s aversion or attraction to different types of conspecific odor. Odorant donor subjects received 112 runway acquisition trials on a continuous reward schedule followed by 32 extinction trials, 112 acquisition trials on a 50% schedule of reward and nonreward followed by 32 extinction trials, or 144 “neutral” trials with no reward in the alley. Different groups of test subjects escaped from odor excreted by odorant subjects on (a) nonrewarded acquisition and extinction trials, (b) rewarded trials during continuous reinforcement, (c) rewarded trials during partial reinforcement, or (d) neutral trials; others escaped from a clean box. The principal findings were: (1) significant aversion to “odor of nonreward” appeared after the donor odorants had received 12 exposures to reward; (2) production of odor of nonreward by odorant subjects changed as a function of training experience with reward; (3) after repeated exposure to odor of nonreward, the escape response habituated; (4) greater or different odor excretion in extinction resulted from subjects trained on a continuous reward schedule than on a partial reward schedule. Relationships of the data to frustration theory were discussed, assuming that inferred differences in production of odor reflect differences in frustration reaction. 相似文献