全文获取类型
收费全文 | 954篇 |
免费 | 36篇 |
专业分类
教育 | 778篇 |
科学研究 | 12篇 |
各国文化 | 18篇 |
体育 | 35篇 |
文化理论 | 5篇 |
信息传播 | 142篇 |
出版年
2023年 | 7篇 |
2022年 | 13篇 |
2021年 | 19篇 |
2020年 | 45篇 |
2019年 | 48篇 |
2018年 | 70篇 |
2017年 | 81篇 |
2016年 | 60篇 |
2015年 | 41篇 |
2014年 | 53篇 |
2013年 | 177篇 |
2012年 | 31篇 |
2011年 | 37篇 |
2010年 | 21篇 |
2009年 | 25篇 |
2008年 | 30篇 |
2007年 | 11篇 |
2006年 | 18篇 |
2005年 | 24篇 |
2004年 | 30篇 |
2003年 | 20篇 |
2002年 | 14篇 |
2001年 | 8篇 |
2000年 | 11篇 |
1999年 | 11篇 |
1998年 | 11篇 |
1997年 | 8篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1974年 | 4篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
1887年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有990条查询结果,搜索用时 15 毫秒
981.
982.
When group work leaves the classroom does group skills development also go out the window? 总被引:1,自引:0,他引:1
Colin Baskin Michelle Barker Peter Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):19-31
In moving towards what Lemke (1996) terms the ‘interactive learning paradigm’, higher education has adopted two key principles consistent with group learning technologies:
- ? learning is always mediated by and occurs through language ( Falk, 1997 ; Gee, 1997 ); and
- ? learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997 ).
- ? many universities now choose to offer ‘learning resources’ online.
983.
In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics.
In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research
on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate
the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests
that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms
where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional
approaches that support the learning of mathematics through the process of guided reinvention. 相似文献
984.
Online subject guides are commonly used by libraries to provide information support to students. LibGuides (a cloud-based commercial product launched in 2007) represents one of the latest incarnations of the traditional subject guide or portal, and are widely used across American academic libraries. In Ireland however, library subject guides of entirely local design and hosted on a local web server still dominate.This paper outlines the project management process involved in implementing a LibGuides pilot at University College Dublin Library, including the planning, design and implementation of a new range of subject-related guides. The pilot nature of the project necessitated a strong focus on evaluation, particularly in assessing the effectiveness and suitability of LibGuides as a platform for delivering information literacy support, both from an administrative and end-user perspective. A two-stranded approach was used in this review process, incorporating quantitative web statistics and analytics alongside qualitative feedback from students, academic staff and Library staff.Feedback that was gathered suggested that the LibGuides subject guides were generally viewed very positively by both staff and students. Notwithstanding this, awareness (as indicated through usage statistics) remained moderate during the pilot, pointing to the importance of the visibility, positioning and promotion of guides. 相似文献
985.
Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class 总被引:1,自引:0,他引:1
Hayley Leight Cheston Saunders Robin Calkins Michelle Withers 《CBE life sciences education》2012,11(4):392-401
Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals. 相似文献
986.
In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize the letters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one's name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children's conceptual knowledge (of letter names, letter sounds, or the alphabetic principle). 相似文献
987.
Attitudes of Australian chiropractic students toward whole body donation: A cross‐sectional study 下载免费PDF全文
Michelle Alexander Mathew Marten Ella Stewart Stanley Serafin Goran Štrkalj 《Anatomical sciences education》2014,7(2):117-123
Cadavers play an important role in anatomy education. In Australia, bodies for anatomy education are acquired only through donations. To gain insight into educational dynamics in an anatomy laboratory as well as to facilitate body donation programs and thanksgiving ceremonies, it is important to understand students' attitudes toward body donation. In this cross‐sectional study, the attitudes of Macquarie University's first, second, and fifth year chiropractic students toward body donation were investigated. Macquarie University chiropractic students have a four semester long anatomy program, which includes cadaver‐based instruction on prosected specimens. A questionnaire was used to record respondents' demographics and attitudes toward body donation: personal, by a relative, and by a stranger. It was found that ethnicity and religion affect attitudes toward body donation, with Australian students being more willing to donate a stranger's body and atheists and agnostics being more willing to donate in general. Furthermore, willingness to donate one's own or a family member's body decreases as year of study increases, suggesting a possible negative impact of exposure to cadavers in the anatomy laboratory. This was only true, however, after controlling for age. Thus, the impact of viewing and handling prosected specimens, which is the norm in anatomy classes in Australia, may not be as strong as dissecting cadavers. It is suggested that anatomists and educators prepare students for cadaver‐based instruction as well as exhibit sensitivity to cultural differences in how students approach working with cadavers, when informing different communities about body donation programs and in devising thanksgiving ceremonies. Anat Sci Educ 7: 117–123. © 2013 American Association of Anatomists. 相似文献
988.
Michelle Cannon John Potter Andrew Burn 《Changing English: An International Journal of English Teaching》2018,25(2):180-197
This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture. 相似文献
989.
990.
Michelle Velez Stewart 《Performance Improvement》2012,51(3):24-29
Traditionally, learning is provided in a unidirectional manner from instructor to learner. This practice can be limiting to all individuals involved in the learning process. To develop quality instructional materials, the learning team can participate in instructional design and development (ID) as partners. This article discusses a proposed learning community to be created during the process of course redesign. Human performance technology and ID professionals who use learning community practices can improve their designs by including all relevant stakeholders. 相似文献