全文获取类型
收费全文 | 1610篇 |
免费 | 35篇 |
国内免费 | 2篇 |
专业分类
教育 | 1114篇 |
科学研究 | 97篇 |
各国文化 | 36篇 |
体育 | 190篇 |
综合类 | 2篇 |
文化理论 | 22篇 |
信息传播 | 186篇 |
出版年
2024年 | 2篇 |
2023年 | 9篇 |
2022年 | 20篇 |
2021年 | 23篇 |
2020年 | 49篇 |
2019年 | 82篇 |
2018年 | 93篇 |
2017年 | 92篇 |
2016年 | 78篇 |
2015年 | 57篇 |
2014年 | 67篇 |
2013年 | 380篇 |
2012年 | 56篇 |
2011年 | 54篇 |
2010年 | 49篇 |
2009年 | 43篇 |
2008年 | 46篇 |
2007年 | 53篇 |
2006年 | 41篇 |
2005年 | 32篇 |
2004年 | 35篇 |
2003年 | 20篇 |
2002年 | 28篇 |
2001年 | 13篇 |
2000年 | 16篇 |
1999年 | 13篇 |
1998年 | 11篇 |
1997年 | 17篇 |
1996年 | 11篇 |
1995年 | 15篇 |
1994年 | 8篇 |
1993年 | 4篇 |
1992年 | 16篇 |
1991年 | 11篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 7篇 |
1984年 | 14篇 |
1983年 | 8篇 |
1982年 | 7篇 |
1981年 | 2篇 |
1980年 | 6篇 |
1979年 | 3篇 |
1978年 | 7篇 |
1977年 | 2篇 |
1967年 | 3篇 |
1955年 | 1篇 |
排序方式: 共有1647条查询结果,搜索用时 31 毫秒
191.
We provide a new statistical model developed from the alumni database at North-western University for identifying potential
major gift donors. Our logit model with interactions predicts which individuals will give $10,000 or more over three years
using CHAID (Chi-square Automatic Interaction Detection) combined with logit analysis. Our work goes beyond our earlier research
(Lindahl and Winship, 1992) by providing a more effective means of selecting fund-raising prospects. The critical new component
in our model is the inclusion of interactions between past giving and other variables. Specifically, we find that for individuals
with different past giving records different variables are important. Our results show that prospects with a low past giving
level will rarely give gifts over $10,000. 相似文献
192.
193.
继以现象学、整体化和哲学为导向的教育人类学之后,在过去几十年里,以教育—历史为导向的人类学也日益兴起。它从对迄今为止的教育人类学研究的批判出发,突出强调其研究的双重历史性,同时也不忘对人类学的批判。属于历史教育人类学的重点研究范围的有:身体与感知、代际与性别、时间与空间。对其发展来说,历史与心态、文化性与跨文化性、跨学科性与跨国性这三个任务和研究领域极为重要。 相似文献
194.
This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word. 相似文献
195.
Tayfun Tuna Jaspal Subhlok Lecia Barker Shishir Shah Olin Johnson Christopher Hovey 《Journal of Science Education and Technology》2017,26(1):82-99
Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character recognition (OCR) technology was enhanced with image transformations for extraction of text from video frames to support indexing and search. The images and text on video frames is analyzed to divide lecture videos into topical segments. The ICS video player integrates indexing, search, and captioning in video playback providing instant access to the content of interest. This video framework has been used by more than 70 courses in a variety of STEM disciplines and assessed by more than 4000 students. Results presented from the surveys demonstrate the value of the videos as a learning resource and the role played by videos in a students learning process. Survey results also establish the value of indexing and search features in a video platform for education. This paper reports on the development and evaluation of ICS videos framework and over 5 years of usage experience in several STEM courses. 相似文献
196.
197.
Jody S. Underwood Christopher Hoadley Hollylynne Stohl Lee Karen Hollebrands Chris DiGiano K. Ann Renninger 《Educational technology research and development : ETR & D》2005,53(2):99-112
The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g.,
applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of
Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more
interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational
technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving
than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe
successful learner-centered design by drawing on such data as videos of students using the software and summaries of written
student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support
for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles
from an existing library of educational software, although readers may also find the design principles themselves to be useful.
This project was funded by a seed grant from the Center for Innovative Learning Technologies funded by the National Science
Foundation (REC # 9720384), and was partially supported by Educational Testing Service. Any opinions expressed in this publication
are those of the authors and not necesarily of Educational Testing Service. 相似文献
198.
199.
Christopher Higgins 《Journal of Philosophy of Education》2003,37(2):279-292
In this paper, I reconstruct Alasdair MacIntyre's aretaic, practical philosophy, drawing out its implications for professional ethics in general and the practice of teaching in particular. After reviewing the moral theory as a whole, I examine MacIntyre's notion of internal goods. Defined within the context of practices, such goods give us reason to reject the very idea of applied ethics. Being goods for the practitioner, they suggest that the eudaimonia of the practitioner is central to professional ethics. In this way, MacIntyre's moral theory helps us recover the untimely question, how does teaching contribute to the flourishing of the teacher? 相似文献
200.
Christopher Emdin 《Educational Philosophy and Theory》2020,52(9):947-960
AbstractThis article explores the dynamic between Black youth and their teachers through an exploration of an approach to teaching and learning embedded in the complex cultural knowledge(s) of this population. It interrogates the concepts of ratchedemics and reality pedagogy as both philosophy and practice for moving past the framing of particular populations as dystopian and non-academic in the pursuit of the mirage of urban educational utopia. 相似文献