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131.
Morris Fiddler Susan McGury Catherine Marienau Russell Rogers Warren Scheideman 《Innovative Higher Education》1996,21(2):127-139
Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.The authors are a group of academic professionals comprised of faculty and academic advisors from the School for New Learning, DePaul University in Chicago, Illinois. Morris Fiddler is an Associate Professor and received his Ph.D. from the University of Minnesota. His primary research interests include adult learning and medical genetics. Susan McGury obtained her Ph.D. at the University of Reading and is an Assistant Professor with special research interests in art history and literature. Catherine Marienau is an Associate Professor and received her Ph.D. at the University of Minnesota. Her primary research interests are adult learning and women's development. Russell Rogers received his Ph.D. from Michigan State University and is an Associate Professor as well as serving as the Director of the M.A. Program in Integrated Professional Studies. His research specialties include higher education and organizational behavior. Warren Scheideman has an M.A. from DePaul University, and he serves as a Senior Academic Advisor. His research interests include pedagogy and adult learning. 相似文献
132.
Hudson and Rottman (1981) established that mathematics ability is probably a secondary factor influencing dropout from college physics courses. Other factors remain to be found for predicting who will drop out or at least have difficulty with the course. When mathematics ability is coupled with general indicators of performance (total GPA and ACT natural science), prediction of performance for those who complete the course is substantially improved. Moreover, discriminant analyses reveal who will have at least some difficulty, but not who will drop out. The problem of isolating specific weaknesses of students who have difficulty persists. Physics achievement appears to depend on mathematics ability only to the extent that students possess the ability to utilize mathematics knowledge for solving physics problems. Identification of the specific aspects of this ability as well as the specific deficiencies leading to dropout should be the object of future research. For the present, interviews might be more revealing than group testing methods. 相似文献
133.
Dr. Donna Satterthwait Dr. Jim Butler Dr. Warren Beasley 《Research in Science Education》1993,23(1):252-258
Australia's changing political, social and economic agendas have triggered a critical analysis of school curriculum. Part
of this consideration has been concern over the future of science education within the context of senior schooling. Following
the completion of the Senior Science Future Directions Project commissioned by the Queensland Board of Senior Secondary School
Studies, fifteen issues were identified. These issues, grouped by the needs of the science disciplines, society and the individual
student, are discussed with the view of understanding the future design of senior science syllabuses.
Specializations: biology teacher education, science curriculum development.
Specializations: professional development, curriculum design and evaluation.
Specializations: professional development, science teaching. 相似文献
134.
Warren D. Stevens 《Educational technology research and development : ETR & D》1970,18(4):440-445
Summary In this article, an attempt has been made to treat affection and cognition “transactionally” and to report work underway in
the development of a rationale for mapping “sign components” of “cultural space.” The development of statistical procedures
and applications remains to be undertaken. 相似文献
135.
136.
The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion
of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social
location in terms of the density of her professional relationships with other scientists permits us to give a more precise
characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The
notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing
for their ideas, but also how scientific inquiry flourishes more in some societies than in others.
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
Warren SchmausEmail: |
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
137.
J. M. Warren 《Learning & behavior》1975,3(4):340-342
Two groups of kittens received 0 or 112 overtraining trials after learning a brightness discrimination. Both groups underwent extinction of differential choice responses and then learned the reversed brightness discrimination. The overtrained and nonovertrained animals did not differ significantly in rate of reversal learning, and both groups showed a significant preference for the old positive stimulus when differential reinforcement was reinstated in reversal training. According to Sutherland and Mackintosh, these results show that kittens lack stable attention and should be inept in dealing with reversal and probability problems. This is not the case, raising doubts about the adequacy of their account of interspecies differences in learning by vertebrates. 相似文献
138.
This paper reports part of a study which investigated young children's conceptions of scientific and technological phenomena
and the conceptual change that occurs during the teaching of science in pre-school, Transition/Year One and Year Two/Three
classrooms. Science lessons from each school/centre were audio and video taped for a period of six months. Informal interviewing
of teachers occurred in direct response to lessons observed. Informal interviewing of children was conducted to determine
current scientific thinking in relation to the science lessons presented by the teacher.
Two main elements emerged. First, different types of teacher-child interactions were evident during the science lessons observed
and it was found that specifically focused interactions led to conceptual development in young children. Second, children's
views (whether scientific or not) were maintained over a three month period. 相似文献
139.
140.