全文获取类型
收费全文 | 160篇 |
免费 | 1篇 |
国内免费 | 7篇 |
专业分类
教育 | 111篇 |
科学研究 | 30篇 |
各国文化 | 1篇 |
体育 | 10篇 |
综合类 | 3篇 |
文化理论 | 2篇 |
信息传播 | 11篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 4篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 7篇 |
2014年 | 14篇 |
2013年 | 23篇 |
2012年 | 16篇 |
2011年 | 13篇 |
2010年 | 5篇 |
2009年 | 7篇 |
2008年 | 9篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1989年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有168条查询结果,搜索用时 0 毫秒
111.
112.
改革物理实验教学培养学生创新能力 总被引:1,自引:0,他引:1
黄括 《辽宁科技学院学报》2007,9(2):73-74
指出了传统实验教学中存在的问题.提出了改革物理实验教学,培养学生创新能力的途径. 相似文献
113.
Katherine Landau Wright Amanda D. Franks Li-Jen Kuo Erin M. McTigue Jiniva Serrano 《International Journal of Science and Mathematics Education》2016,14(7):1275-1292
Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in established educational theories? The purpose of the current study is to examine the implicit and explicit theories driving science disciplinary literacy instruction. Theories assist in organizing and advancing research in a systematic manner. Information on the status of theory is essential to both practitioners (who are implementing strategies) and researchers (who are making recommendations for classroom instruction). Our study revealed that in science literacy, vocabulary instructional practices are frequently supported with Schema and Dual-Coding theories. Articles also frequently used theories grounded in social dynamics, including social constructionism and sociocultural perspective, to support literacy instruction. However, recommendations for other aspects of instructional practices in science literacy are generally not well-grounded in major reading theories. 相似文献
114.
The process of blood vessel formation is accompanied by very minimal flow in the beginning, followed by increased flow rates once the vessel develops sufficiently. Many studies have been performed for endothelial cells at shear stress levels of 0.1-60 dyn∕cm(2); however, little is known about the effect of extremely slow flows (shear stress levels of 10(-4)-10(-2) dyn∕cm(2)) that endothelial cells may experience during early blood vessel formation where flow-sensing by indirect mass transport sensing rather than through mechanoreceptor sensing mechanisms would become more important. Here, we show that extremely low flows enhance proliferation, adherens junction protein localization, and nitric oxide secretion of endothelial cells, but do not induce actin filament reorganization. The responses of endothelial cells in different flow microenvironments need more attention because increasing evidence shows that endothelial cell behaviors at the extremely slow flow regimes cannot be linearly extrapolated from observations at faster flow rates. The devices and methods described here provide a useful platform for such studies. 相似文献
115.
校园文化建设作为高校大学生教育的有效载体,是高校全面育人不可或缺的重要环节。其"软约束性"的教育引导功能日渐凸显。通过研究、分析校园文化育人所面临的新问题、新情况,以构建与时俱进、满足师生需求文化育人的实效性途径,不仅具有理论的探讨价值,更具有现实的实践意义。 相似文献
116.
Chen‐Chung Liu Kuo‐Ping Liu Pi‐Hui Wang Gwo‐Dong Chen Mu‐Chun Su 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):39-51
Software avatars are increasingly applied to support children's collaborative storytelling because avatars may serve as a transparent shield or as embodied agents to facilitate creativity in children. However, when using avatars, it is not easy for children to practise and refine their speaking skills by narrating their stories to an audience. The programming difficulties involved in that process tend to distract attention away from the collaborative storytelling activity itself. This study therefore proposes an interaction model featuring tangible story avatars (TSAs) that can serve as a platform to scaffold collaborative story creation, revision and narrative. A 9‐week study with 16 children aged 8 years was conducted to evaluate the interaction model with the TSAs. The results suggest that the TSAs may play three primary roles in facilitating collaborative storytelling: as a tool for developing confidence, as a tool for reflective story development and as a group artefact. Researchers and educators may find it valuable to consider these three roles in designing the TSAs in support of collaborative storytelling in similar contexts. 相似文献
117.
Jiun-Hung Ding Roger Chien Shih-Hao Hung Yi-Lan Lin Che-Yang Kuo Ching-Hsien Hsu Yeh-Ching Chung 《International Journal of Information Management》2014
As mobile networks and devices being rapidly innovated, many new Internet services and applications have been deployed. However, the current implementation faces security, management, and performance issues, which are critical to the use in business environments. Migrating sensitive information, management facilities, and intensive computation to security hardened virtualized environment in the cloud provides effective solutions. This paper proposes an innovative Internet service and business model to provide a secure and consolidated environment for enterprise mobile information management based on the infrastructure of cloud-based virtual phones (CVP). Our proposed solution enables the users to execute Android and web applications in the cloud and connect to other users of CVP with enhanced performance and protected privacy. The organization of CVP can be mixed with centralized control and distributed protocols, which emulates the behavior of human societies. This minimizes the need to handle sensitive data in mobile devices, eases the management of data, and reduces the overhead of mobile application deployment. 相似文献
118.
119.
Nai-Cheng Kuo 《Educational Philosophy and Theory》2013,45(7):647-660
In the United States and elsewhere in the world, disabilities are being studied by two different schools of thought: special education and disability studies. In the field of special education, analyses are often pragmatic and instrumental. In contrast, analyses in the field of disability studies are often historical and cultural, explaining disabilities as constructed by social value. This lack of agreement about disabilities leads us to ask: How can practitioners and researchers begin to address the issue of which students might need intensive interventions for their disabilities through the response to intervention (RTI) approach when disabilities are viewed so differently by scholars in the field? In this article I compare and contrast the philosophical foundations of disabilities in special education and disability studies and conclude that the dimensions of pragmatic, instrumental, historical, and cultural factors must be taken into account in order to achieve both the macro and micro levels of RTI implementation. 相似文献
120.
Yu-Chun Kuo 《The American journal of distance education》2013,27(4):241-252
This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner–learner interaction, learner–instructor interaction, and learner–content interaction. The participants were African American students from a university in the southeastern United States. Quantitative approaches including correlation and regression analyses were performed to examine the contribution of interaction predictors to student satisfaction as well as the relationship between student satisfaction and student performance. In addition, Internet self-efficacy and its impact on interaction was investigated. The results showed that learner–content interaction was the only significant predictor of student satisfaction whereas interaction among students or with the instructor did not significantly predict student satisfaction. Internet self-efficacy was positively correlated with three types of interaction. Student satisfaction was found to be related to student performance. 相似文献