全文获取类型
收费全文 | 355篇 |
免费 | 6篇 |
专业分类
教育 | 244篇 |
科学研究 | 55篇 |
各国文化 | 7篇 |
体育 | 15篇 |
文化理论 | 4篇 |
信息传播 | 36篇 |
出版年
2021年 | 5篇 |
2020年 | 11篇 |
2019年 | 4篇 |
2018年 | 12篇 |
2017年 | 12篇 |
2016年 | 7篇 |
2015年 | 7篇 |
2014年 | 9篇 |
2013年 | 88篇 |
2012年 | 8篇 |
2011年 | 7篇 |
2010年 | 11篇 |
2009年 | 6篇 |
2008年 | 15篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 7篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1990年 | 2篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1980年 | 3篇 |
1978年 | 4篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1969年 | 3篇 |
1962年 | 2篇 |
1961年 | 2篇 |
1955年 | 2篇 |
1925年 | 2篇 |
1918年 | 2篇 |
1908年 | 3篇 |
1905年 | 2篇 |
1890年 | 5篇 |
1889年 | 8篇 |
排序方式: 共有361条查询结果,搜索用时 15 毫秒
41.
42.
43.
Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
44.
Frederick Winslow Taylor's book titled The Principles of Scientific Management revolutionized manufacturing throughout the world. One hundred years after its publication, Taylor's theories continue to reverberate through business and industry. This article examines Taylor's life and accomplishments. In particular, it describes the nature of Taylor's impact on the field of human performance technology. 相似文献
45.
Lakshmi Goel Norman Johnson Iris Junglas Blake Ives 《Decision Sciences Journal of Innovative Education》2010,8(1):215-240
A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the research lacks a coherent explanation for how those factors affect it. We propose a conceptualization of learning, termed situated learning, which accounts for these factors. By drawing on situated cognition theory, social learning theory, and the theory of mental models, we identify and measure four components of situated learning, that is, thematic focus, cognitive absorption, social structure, and participation. Among the most important lessons for researchers and practitioners is the need to consider learning as a constellation of the four components instead of an indivisible phenomenon. This perspective can enhance our understanding of cognitive processes, such as information interpretation and decision making. 相似文献
46.
47.
In two experiments, we examined two related conditioning problems previously investigated by Red-head and Pearce (1995a) and Pearce, Aydin, and Redhead (1997). Experiment 1 involved an A+, B+, C+, AB+, AC+, BC+, ABC2 discrimination. The Rescorla-Wagner model predicts that response to AB, AC, and BC will be greater than that to A, B, and C at asymptote, whereas the Pearce model makes the opposite prediction. In Experiment 2, we investigated the responding to a novel ABC compound in groups trained with either A+, B+, C+ or AB+, AC+, BC+. The Rescorla-Wagner model predicts greater response to ABC in the group trained with A+, B+, C+ than in the group trained with AB+, AC+, BC+, whereas the Pearce model makes the opposite prediction. In contrast to the findings of Redhead and Pearce (1995a) and Pearce et al. (1997) in pigeon autoshaping, our findings in rabbit eyelid conditioning support the Rescorla-Wagner model. 相似文献
48.
J. Blake Scott 《Technical Communication Quarterly》2004,13(3):289-306
Although service-learning has the potential to infuse technical communication pedagogy with civic goals, it can easily be co-opted by a hyperpragmatism that limits ethical critique and civic engagement. Service-learning's component of reflection, in particular, can become an uncritical, narrow invention or project management tool. Integrating cultural studies and service-learning can help position students as critical citizens who produce effective and ethical discourse and who create more inclusive forms of power. Rather than being tacked on, cultural studies approaches should be incorporated into core service-learning assignments. 相似文献
49.
Student teaching (guided teaching by a prospective teacher under the supervision of an experienced “cooperating” teacher)
provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching.
The interactions between a student teacher and cooperating teacher provide an obvious mechanism for such learning to occur.
We report here on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes
that emerged from their conversations. We focus on two pairs for whom the core conversational themes represent disparate approaches
to mathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling student behavior and rarely talked
about mathematics for teaching. The other pair, Tara and Mr. T., focused on having students actively participating in the
lesson and on mathematics from the students’ point of view. These contrasting experiences suggest that student teaching can
have a profound effect on prospective teachers’ understanding of mathematics in and for teaching.
相似文献
Steven R. WilliamsEmail: |
50.