全文获取类型
收费全文 | 205篇 |
免费 | 4篇 |
专业分类
教育 | 127篇 |
科学研究 | 52篇 |
各国文化 | 2篇 |
体育 | 7篇 |
文化理论 | 4篇 |
信息传播 | 17篇 |
出版年
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 6篇 |
2016年 | 5篇 |
2015年 | 2篇 |
2014年 | 7篇 |
2013年 | 59篇 |
2012年 | 5篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2007年 | 2篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 4篇 |
1997年 | 2篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1987年 | 2篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1978年 | 2篇 |
1974年 | 3篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1962年 | 2篇 |
1961年 | 2篇 |
1960年 | 1篇 |
1942年 | 1篇 |
1927年 | 1篇 |
1926年 | 1篇 |
1925年 | 2篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1919年 | 1篇 |
1918年 | 2篇 |
1910年 | 1篇 |
1908年 | 3篇 |
1905年 | 2篇 |
1900年 | 1篇 |
1895年 | 1篇 |
1890年 | 5篇 |
1889年 | 8篇 |
排序方式: 共有209条查询结果,搜索用时 15 毫秒
91.
92.
93.
Edgar C. Higbie 《Peabody Journal of Education》2013,88(5):287-289
94.
95.
Based on the assumptions of the Taxonomy(4) and its definitions of the cognitive processes, it was hypothesized that the first four taxonomic levels are related to intelligence alone, but that performance on the upper two levels would require creative as well as intellectual abilities. The Lorge-Thorndike Intelligence Test, two creativity tests, and taxonomic tests were administered to 141 eleventh graders. Multivariate stepwise regression procedures were employed to determine the contributions of IQ and creativity to variation on the taxonomic tests. Results support the hypotheses. Implications are discussed in relation to Bloom’s model of mastery learning and the teaching for creativity. 相似文献
96.
97.
Edgar G. Johnston 《Clearing house (Menasha, Wis.)》2013,86(3):144-149
The Internet's growth and its impact on learners has been phenomenal and accessing the Web is the norm in our daily lives. Youths use the Internet to support their school activities in many ways. The National Science Foundation supported a qualitative research project that was designed to better understand the Internet's impact. It involved extensive interviews with thirty-four rural youths in two states who had broadband Internet access via satellite transmissions. Subjects rapidly gained skills through Web use to support their learning. The authors describe, through the youths, own words, various ways in which they interact with the Internet. The authors provide several suggestions on how teachers can exploit the growing Internet savvy of their students. 相似文献
98.
99.
100.
Susan A. Killian Dennis E. Beck Corliss A. O'Bryan Nathan Jarvis Edgar C. Clausen Philip G. Crandall 《Journal of Food Science Education》2014,13(3):47-56
Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands‐on laboratory experiences. Today there are many challenges to the continuation of these “wet labs” including the cost of building the labs as well as equipment, materials, and personnel to run them. Many current e‐learning technologies are based on 2‐dimensional delivery systems, and are often inadequate to provide a substitute for a laboratory exercise. However, recent advances in technology have evolved to more closely reflect the kinds of learning experiences that students typically have in a laboratory class. This review describes the role of these emerging technologies as teaching tools for educators, with the clear understanding that similar concepts can be utilized by management of technical teams in the work place. 相似文献