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Mohammad Reza Ghane 《Learned Publishing》2016,29(2):77-82
The references cited in scientific articles are as important as any other part of the paper, because of their usefulness to the scientific community and to abstracting and indexing services and citation databases. I studied inaccuracies in references and in‐text citations in sample of 97 of the 519 peer‐reviewed journals accredited by the Iranian National Commission for Journal Accreditation Policy (Ministry of Research, Science and Technology). The target journals published 2,980 articles with 74,577 cited references and 108,151 in‐text citations. The results showed 36.6% as the average percentage error rate (range 5.6% to 61.3%). The mean number of errors in cited reference and in‐text citations was 2.7 per article, and the mean number of errors per journal was 690. For the entire sample of articles, 4,369 in‐text citations did not match any source in the list of references (4%), and 8,683 cited references did not match any in‐text citation (11.6%). The stakeholders in scholarly communication, especially authors, pay insufficient attention to the accuracy of bibliographic references. Peer‐reviewed journals should encourage the use of standardized journal policies and quality‐control measures regarding peer review, data quality and accuracy. 相似文献
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Masami Matoba Yoshiaki Shibata Mohammad Reza Sarkar Arani 《Educational Research for Policy and Practice》2007,6(1):55-65
This paper first reviews the literature on school-university partnerships to evaluate and describe challenges and paradigms
of Japanese approaches to school-university partnerships in theory and practice. Secondly, it clarifies the role of three-year
school-university partnership between the Nagoya University and the Tokai City Board of Education in the central Japan for
creating an effective environment in schools for teachers to learn from each other and for developing more learning-centered
education that focuses on the real needs of students. From this study it can be claimed that more effective relationships
between Japanese school teachers and university researchers can be established through developing collaborative a school-based
research framework especially through the process of jugyou kenkyuu (lesson study). 相似文献
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Jafar Zarei Allahyar Montazeri Mohmmad Reza Jahed Motlagh Javad Poshtan 《Journal of The Franklin Institute》2007,344(5):577-594
In this paper two robust controllers for a multivariable vertical short take-off and landing (VSTOL) aircraft system are designed and compared. The aim of these controllers is to achieve robust stability margins and good performance in step response of the system. LQG/LTR method is a systematic design approach based on shaping and recovering open-loop singular values while mixed-sensitivity H∞ method is established by defining appropriate weighting functions to achieve good performance and robustness. Comparison of the two controllers show that LQG method requires rate feedback to increase damping of closed-loop system, while H∞ controller by only proper choose the weighting functions, meets the same performance for step response. Output robustness of both controllers is good but H∞ controller has poor input stability margin. The net controller order of H∞ is higher than the LQG/LTR method and the control effort of them is in the acceptable range. 相似文献
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Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors, and to investigate the relationship of this construct with their teaching and prior academic oral presentation experiences as two modes of Bandura’s [(1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press] mastery experience. Extracting the oral presentation sub-skills from the literature, an oral presentation self-efficacy questionnaire with 38 five-Likert scale items was constructed. A two-way between-group ANOVA was run on the responses of a total 48 postgraduates (25 EFL and 23 Non-EFL) and 63 undergraduates (28 EFL and 35 Non-EFL) selected randomly from two of the universities in Iran. The results indicated no difference between EFL and Non-EFL students, whether at undergraduate or postgraduate level, in terms of their oral presentation self-efficacy. Spearman’s correlation coefficient, however, showed a strong positive correlation between the two modes of mastery experience and oral presentation self-efficacy (r?=?.44, n?=?111, P?.01; r?=?.42, n?=?111, P?.01). With no difference in oral presentation self-efficacy of university students at various academic disciplines and levels, it seems that oral courses in the EFL curriculum have not contributed to the benefit of EFL students’ oral presentation self-efficacy. Teaching and academic experiences, however, have played a key role in enhancing self-efficacy particularly in EFL postgraduate students who have a higher chance of gaining teaching experience. The results suggest the need for curriculum developers and lecturers to introduce more courses on oral presentation skills at universities. 相似文献
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Daun Holger Arjmand Reza 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):403-426
International Review of Education - While European education systems fundamentally rest on a rather monolithic world-view, some of them are explicitly oriented towards Christianity and others are... 相似文献
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Reza Feyzi-Behnagh Roger Azevedo Elizabeth Legowski Kayse Reitmeyer Eugene Tseytlin Rebecca S. Crowley 《Instructional Science》2014,42(2):159-181
In this study, we examined the effect of two metacognitive scaffolds on the accuracy of confidence judgments made while diagnosing dermatopathology slides in SlideTutor. Thirty-one (N = 31) first- to fourth-year pathology and dermatology residents were randomly assigned to one of the two scaffolding conditions. The cases used in this study were selected from the domain of nodular and diffuse dermatitides. Both groups worked with a version of SlideTutor that provided immediate feedback on their actions for 2 h before proceeding to solve cases in either the Considering Alternatives or Playback condition. No immediate feedback was provided on actions performed by participants in the scaffolding mode. Measurements included learning gains (pre-test and post-test), as well as metacognitive performance, including Goodman–Kruskal Gamma correlation, bias, and discrimination. Results showed that participants in both conditions improved significantly in terms of their diagnostic scores from pre-test to post-test. More importantly, participants in the Considering Alternatives condition outperformed those in the Playback condition in the accuracy of their confidence judgments and the discrimination of the correctness of their assertions while solving cases. The results suggested that presenting participants with their diagnostic decision paths and highlighting correct and incorrect paths helps them to become more metacognitively accurate in their confidence judgments. 相似文献