全文获取类型
收费全文 | 87篇 |
免费 | 1篇 |
专业分类
教育 | 59篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 11篇 |
文化理论 | 2篇 |
信息传播 | 8篇 |
出版年
2019年 | 3篇 |
2018年 | 2篇 |
2017年 | 4篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 6篇 |
2013年 | 21篇 |
2012年 | 3篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 2篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 3篇 |
1997年 | 1篇 |
1995年 | 4篇 |
1992年 | 1篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1979年 | 3篇 |
1977年 | 1篇 |
1973年 | 1篇 |
1870年 | 1篇 |
排序方式: 共有88条查询结果,搜索用时 15 毫秒
81.
82.
83.
84.
Mary Thorpe 《The American journal of distance education》2013,27(3):170-173
The purpose of this project was to evaluate an online course in child development in which active learning strategies were infused. Preservice teachers taking the course were future elementary teachers seeking initial prekindergarten to sixth-grade teaching certification. Sixty-one persons were enrolled in a traditional face-to-face section of the course, and fifty-four were enrolled in an online section of the same course. Online discussion postings and reflective journals were analyzed to determine the preservice teachers’ use of higher-level thinking skills. Mastery of course content was measured through final course grades. Results showed no significant difference between the two groups in overall achievement, but a significant difference was seen in the use of higher-level thinking. Preservice teachers in the online class showed a significant increase in the use of higher-level thinking from the beginning of the course to the end; however, those in the face-to-face course did not. In addition, higher-level thinking for all preservice teachers in the study was positively correlated with greater course achievement. Finally, preservice teachers in the online course experienced the most higher-level thinking when posting to the online discussion board. 相似文献
85.
Abstract The purpose of this study was to construct a golf test which would be usable for assessing the ability to perform an eight-iron approach shot at a distance of 12 yards from the pin. A good approach shot was defined as one which is high enough to avoid potential hazards between the point of contact and the pin and which comes to rest at or near the pin. Pilot studies were conducted to determine target size, number of trials and days of testing, hitting distance, objectivity, and reliability. The revised test was administered to 424 beginning golfers. Reliability estimates determined by analysis of variance procedures and by correlation techniques indicated that the test was reliable for the subjects involved. Logical validity was claimed and was further supported by comparing mean scores of a beginning and an experienced group. The test confidently differentiated the performance of the two groups. 相似文献
86.
Jeff Gold Lisa Anderson Jean Clarke Richard Thorpe 《Action Learning: Research and Practice》2009,6(2):121-130
This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to consider their value for those involved in action learning. We consider key Bakhtin features such as Making Meaning, Participative Thinking, Theoreticism and Presence, Others and Outsideness, Voices and Carnival to highlight how Bakhtin's can enhance our understanding of the nature of action and learning. 相似文献
87.
Scott H. Deibel Matthew L. Ingram Andrew B. Lehr Hiliary C. Martin Darlene M. Skinner Gerard M. Martin Isaac M. W. Hughes Christina M. Thorpe 《Learning & behavior》2014,42(3):246-255
It is difficult for rats to acquire daily time–place (TP) learning tasks. One theory suggests that rats do not use time of day as a stimulus signaling a specific response. In the present study, we tested rats’ ability to use time of day as a discriminative stimulus. A fixed-interval procedure was used in which one lever provided reinforcement on a FI-5-s schedule in morning sessions, and the same lever provided reinforcement on a FI-30-s schedule in afternoon sessions. Because only one place was used in this paradigm, the rats could only use time of day to acquire the task. Mean responses during the first 5 s of the first trial in each session indicated that the rats did not discriminate between the two sessions. In Phase II, a different lever location was used for each of the two daily sessions, which meant that both spatial and temporal information could be used to acquire the task. The rats readily acquired the task in this phase, and probe trials indicated that the rats were using a combination of spatial and temporal information to discriminate between the two different trial types. When the spatial cue was removed in Phase III, rats no longer discriminated the two sessions, suggesting that time can only be used as a discriminative stimulus when each daily session is associated with a distinct spatial location. 相似文献
88.
Rats were trained on an interval time-place learning (TPL) task in which the location of food availability depended on the
time since the start of the session. Each of four levers (numbered 1, 2, 3, 4) provided food on an intermittent schedule for
two nonconsecutive 3-min periods. The order in which the levers provided food was 1, 2, 4, 3, 2, 3, 1, 4. This order was consistent
across sessions. Previous research conducted in our lab has shown that when only four “places” are used, rather than the eight
in the present study, rats use a timing strategy to track the location of food. Pizzo and Crystal (2004) recently trained
rats on an interval TPL in which each of eight arms of a radial arm maze provided food. They found evidence suggesting that
rats used both spatial and temporal information. In the present study, in which a revisiting strategy was used (i.e., each
lever provided food on more than one occasion), the rats tracked both the spatial and the temporal availability of food for
the first half of the session. Interestingly, in the second half of the sessions, the rats appeared to be timing the availability
of food even though they did not know where it would occur. That is, the rats knew the temporal, but not the spatial, contingencies
for the second half of the session. It appears that the requirement of revisiting a previously reinforced lever resulted in
rats' no longer being able to solve the spatial aspect of the task. 相似文献