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211.
Don C. Smith 《广播与电子媒介杂志》2013,57(1):35-44
Difficulties in indexing the degree of motivation or attention to television by people in the same room with a “live” television set have long been recognized. One element of this problem has been the question of determining which member of the household actually makes the selection of specific program or channel, and whether there are differences between types of households or socio‐economic classes that are related to different patterns of channel or program selection. 相似文献
212.
Community college faculty development programs assist faculty in the development of quality curricula, using current and expanding teaching technologies. The first step in helping faculty reach their respective goals is to help them articulate their instructional needs. Eighteen faculty members participated in this study, using a personal in-depth interview as the research method. Several implications for community college faculty and administration resulted from this study including: the need to emphasize information literacy, the faculty as lecturers who want to use technology as a means of enhancing that lecture, the need for more time to accomplish their instructional ideas, the need for help to incorporate technology in the classroom themselves, and the desire for training classes that fit their time schedules and location. 相似文献
213.
Dale Ewen Susan Maurer Don Nolen 《Community College Journal of Research & Practice》2013,37(6):607-618
Five years ago, Parkland College was faced with a challenge: how to link its strategic goals to the budget development and budget reallocation through an open, participatory, consensus‐based planning process. The strategic goals were developed collaboratively by community leaders, faculty, and staff using environmental scanning of key data and institutional performance indicators. After the strategic plan was approved by the college senate and the board of trustees, it was used to develop college and unit operational plans, which drive budgetary priorities and initiatives. In the last 6 years, the college has seen a decrease in the number of administrative positions, an increase in full‐time faculty teaching positions, an increase in the number of credit hours taught by full‐time faculty, an increase in instructional equipment purchases, and completion of a campus computer network integrating data communications, e‐mail, and Internet access. Instructional technology, methods and delivery of instruction, classroom assessment, and institutional effectiveness have become top college priorities. The process has earned the enthusiastic endorsement and respect of the faculty, staff, administration, and the board of trustees. The process also has built trust and cooperation and has facilitated the development of shared governance. This article discusses the impact and lessons learned from implementing such a process. 相似文献
214.
This article—based on personal observations, a survey, and modified Nominal Group Techniques—reports students' perceptions of learning desktop publishing systems (DTP). Students learned the foundations of DTP in less than 60 hours of hands‐on experience; the incremental introduction of DTP functions and practice sessions before the assignments were more effective than alternative teaching strategies tried; and the use of DTP encouraged non‐artistic students to use artwork to enhance their publications. 相似文献
215.
Abstract Two studies determined the effects of responding to questions on heart rate (HR), rating of perceived exertion (RPE), and time to voluntary exhaustion on a graded treadmill walking/running test in naive college students. The first study used 16 (8 female and 8 male) volunteers; each subject was tested both without talking and while responding to 3 questions during each exercise stage. The second study had independent groups (n = 10 females each): (1) no talking during the early exercise stages (two walking stages), but answering questions during the later (running) stages until exhaustion, and (2) answering questions during the walking stages, but not talking during the running stages. Differences between groups (.10 level) were determined by two-way ANOVA (talking/no talking; gender) and t test for independent groups, respectively. There were no gender/treatment interactions. Exercise tolerance, HR, and RPE were generally not affected by the tester asking subjects questions about subjects' physical activity habits, with the following exceptions: the first study found a lower HR response to light work when the subjects were responding to questions. In the second study, the subjects perceived the work to be harder with no talking during the second (walking) stage, and while talking during the third (running) stage. For subjects unaccustomed to exercise testing and not well known to the tester, it appears that the best test results occur when the tester talks to the subject during early stages of exercise, but not during moderate and heavy work. 相似文献
216.
Don Edwards 《Studies in Continuing Education》2013,35(1-2):46-57
Over time my teaching role has evolved into one of facilitating adult learning. Recent studies that I have undertaken in higher education have met a felt need for further critical reflection on this approach. The discovery, through discussion and reading, of a language that enables me to conceptualise and investigate issues in teaching and learning has been a major part of this process, as has peer supervision. Engaging in this process in turn has encouraged continuing reflection in and on my practice. My teaching area is theology, which involves critical reflection on experience and practice, and this has deeply influenced the way in which my teaching role has developed. Shared reflection in class interrelates with personal reflection, and has the potential to promote ongoing or lifelong learning. The facilitator's role in this setting combines caring and challenge, with the possibility of conflict management as well. It is hoped that aspects of my experience and practice in facilitating reflection in theology will be seen to have relevance to other areas of teaching. 相似文献
217.
When assessing effects of advertisements on themselves and on people in their mid-40s and 70s, more than 30% of respondents drew upon negative stereotypes when making estimates about effects of advertising messages on the elderly. There was no difference between first-year university students and seniors majoring in advertising in the rate of stereotyping. Results of earlier studies have suggested that greater levels of education and more in-depth knowledge of advertising might account for differences between them. Those not using stereotyping were more apt to have cited an exemplar. 相似文献
218.
This essay explores the introduction to communication theory course for undergraduates. The authors discuss several key notions for making the course valuable to the undergraduate: the attitude of the instructor, the attitude of the students, course requirements, and evaluation techniques. 相似文献
219.
Toward a holistic approach to communication: The effect of “pure” hemispheric reception on message acceptance 总被引:1,自引:1,他引:0
This study examined the relationship between hemispheric processing of complex messages and message acceptance. In particular the research sought to answer several questions regarding the processing and interpretation of persuasive messages and message sources. Based on the results of this research it was concluded that (1) the brain's right and left hemispheres, when isolated from one another, process information according to a particular “style,” (2) that semantic properties of language influence hemispheric processing, and (3) that message sources are perceived differently by the right and left hemispheres. Potential implications for the study of communication in terms of message style and acceptability, language intensity, perceptions of source, and perceptions of threat conclude this analysis. 相似文献
220.
Don Metz 《Science & Education》2009,18(5):581-592
According to Thomas Kuhn, a significant part of “normal science” is the fact gathering, empirical work which is intended to
illustrate an existing paradigm. Some of this effort focuses on the determination of physical constants such as the astronomical
unit (AU). For Kuhn, normal science is also what prepares students for membership in a particular scientific community and
is embodied in some form in our science textbooks. However, neither Kuhn nor the textbook says much about the individuals
who practice normal science, especially those who had been relegated to the “hack” duties of long and arduous measurement
and calculation. In this paper, to provide a context for students of astronomy, I will outline the story of the determination
of the AU and in particular the contribution of William Wales, an obscure British astronomer. Wales, toiling in the shadow
of Halley (of Halley’s comet fame), Mason and Dixon (of Mason and Dixon line fame) and the infamous Captain Cook endured a
brutal winter in northern Canada for a brief glimpse of the 1769 transit of Venus. In the end, Wales supplied one small piece
of the puzzle in the determination of the AU and he exemplified the human spirit and persistence of a Kuhnian “puzzle solver”.
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Don MetzEmail: |