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11.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
12.
Curt J. Dommeyer Paul Baum Kenneth S. Chapman Robert W. Hanna 《Assessment & Evaluation in Higher Education》2002,27(5):455-462
Business professors were surveyed to determine their attitudes towards two methods of collecting students' teaching evaluations of faculty--the traditional paper-and-pencil method conducted in class and the online method conducted via the Internet. Faculty preferred the traditional paper method, mainly because they believed it would produce a higher and more accurate response than the online method. Faculty characteristics were examined to determine whether they were related to attitudes towards the online method of collecting teaching evaluations. No characteristics were found to be significantly associated with attitudes towards the online method. Suggestions for future researchers are offered. 相似文献
13.
Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. ‘Legitimate peripheral participation’ was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies. 相似文献
14.
Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement. 相似文献
15.
Kenneth H. McCulloch 《Journal of Adventure Education & Outdoor Learning》2004,4(2):185-197
Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered. 相似文献
16.
Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed. 相似文献
17.
Wolff-Michael Roth Kenneth Robin Andrea Zimmermann 《Learning Environments Research》2002,5(3):353-354
Volume Contents
Volume contents 相似文献18.
Externalities as conventionally defined miss many of the spillovers that are both causes and consequences of the technological changes that underlie economic growth. We introduce a much wider concept called technological complementarities. New general purpose technologies (GPTs) rejuvenate the growth process by creating technological complementarities, which are adequately measured neither by total factor productivity (TFP) nor by externalities. There would be major gains from technological change even if the returns on capital invested in innovation never exceeded the returns on investing in existing technologies so that there were neither externalities nor positive changes in TFP. 相似文献
19.
20.
Howard Carvajal Kathleen Hardy Kathy L. Smith Kenneth A. Weaver 《Psychology in the schools》1988,25(2):129-131
A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01). 相似文献