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51.
Mark G. Simkin William L. Kuechler 《Decision Sciences Journal of Innovative Education》2005,3(1):73-98
Instructors can use both “multiple‐choice” (MC) and “constructed response” (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming. 相似文献
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53.
The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies... 相似文献
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55.
William J. Sersen 《美中教育评论》2011,(3):339-345
In this study, we examined the likelihood of a TAME (extended technology acceptance model), in which the interrelationships among computer self-efficacy, perceived usefulness, intention to use and self-reported use of computer-mediated technology were tested. In addition, the gender- and age-invariant of its causal structure were evaluated. The data were collected from a self-reported questionnaire administered to 477 administrative staff of a public university in Malaysia. The results of structural equation modeling supported the adequacy of TAME. Although the TAME's causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest. 相似文献
56.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
57.
William S. Maki 《Learning & behavior》1975,3(4):312-316
In a study of sustained attention (“vigilance”), pigeons performed a conditional discrimination in a 3-key operant chamber. Pecking a white center key initiated a 0.2- or 2.0-sec cue (a red or green disk). The side keys then displayed white disks, and a peck on the right or left key was reinforced depending on whether the preceding cue was red or green. Pecks on the white center key initiated the cue according to one of two schedules of cue production (FR 1 or VI 7.5 sec). Control of side key choices by 0.2-sec cues was disturbed by transition from FR 1 to VI 7.5, and recovered after the schedule of cue production changed from VI 7.5 back to FR 1. Control of choices by 2.0-sec cues was not affected by changing schedules of cue production. Rates of pecking the cue were higher than rates of cue-producing responses. 相似文献
58.
William Buchanan 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):69-78
Computing‐related programmes and modules have many problems, especially related to large class sizes, large‐scale plagiarism, module franchising, and an increased requirement from students for increased amounts of hands‐on, practical work. This paper presents a practical computer networks module which uses a mixture of online examinations and a practical skills‐based test to assess student performance. For widespread adoption of practical assessments, there must be a level of checking that the practical assessments are set at a level that examinations are set at. This paper shows that it is possible to set practical tests so that there can be a strong correlation between practical skills‐based tests and examination‐type assessments, but only if the practical assessment are set at a challenging level. This tends to go against the proposition that students who are good academically are not so good in a practice test, and vice versa. The paper shows results which bands students in A, B, C, and FAIL groups based on two online, multiple‐choice tests, and then analyses the average time these students took to complete a practical online test. It shows that there is an increasing average time to complete the test for weaker students. Along with this, the paper shows that female students in the practical test outperform male students by a factor of 25%. 相似文献
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60.
William E. Merriman John M. Marazita Lorna H. Jarvis Julie A. Evey-Burkey Michael Biggins 《Child development》1995,66(6):1890-1908
A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group ( N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 ( N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study. 相似文献