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51.
Ed Elbers 《European Journal of Psychology of Education - EJPE》1986,1(1):77-89
Though there has been considerable research in recent years into the ways in which children’s performance in conservation experiments is affected by the context of interaction, this has so far lacked a coherent theoretical basis. In this article, concepts from communication theory are applied to the behaviour of experimenter and subject in the experimental situation. It is argued that the child behaves according to the «metacontract» of a teacher-pupil interaction, i.e. he or she expects to receive instruction. In the classical conservation experiment of Piaget, these expectations are thwarted, because the experimenter does not conform to the rules of a teacher-pupil relationship. Instead, the experimenter follows the rules of a different metacontract—that of examination. In experiments where conservation abilities are taught, and in group interactions where conserving children cooperate with non-conserving children, the participants do behave according to the same metacontract. But the value of these studies is reduced by the exclusive attention paid to the eventual achievements of the child, instead of the cognitive processes during the learning phase. 相似文献
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Erina L. MacGeorge Scott R. Homan John B. Dunning Jr. David Elmore Graham D. Bodie Ed Evans Sangeetha Khichadia Steven M. Lichti Bo Feng Brian Geddes 《Educational technology research and development : ETR & D》2008,56(2):125-145
In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular
among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical
evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation,
utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on
some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation
for class). These evaluations showed some variability across time of semester and course, but were not substantially affected
by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’
techniques for using ART and their influence on student perceptions and outcomes.
相似文献
Erina L. MacGeorgeEmail: |
54.
从受评方的角度,总结了创办一个工程系和准备美国ABET工程技术专业认证的整个过程.首先对ABET和东卡罗来纳大学工程系进行必要的介绍,然后完整讲述了为准备ABET认证的组织协调,人员配置,评估计划书的制定,受评方与ABET的沟通,以及评估小组进校考察的前后过程.并且提供了课程-产出映射关系的具体实例.希望为中国工程教育同行今后准备此类认证工作提供实用的参考. 相似文献
55.
Ed Cherry Stephanie Havron Rollins Toner Evans 《College & Undergraduate Libraries》2013,20(3-4):386-398
Samford University Library conducted a study to determine correlation between library use and student achievement. This research used electronic resources as a measure of library use and grade point average as an indicator of academic success. The data demonstrate that students with higher GPAs tend to use library online resources more and with a higher frequency than those with lower GPAs. While this does not prove that use of online resources leads to a higher GPA, it provides strong evidence that the two are positively correlated for some populations. This study provides persuasive evidence of the library's contribution to the academic success of students. 相似文献
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Professor Dr. Matti Koskenniemi Eivi Lihtonen M. Ed. 《Scandinavian Journal of Educational Research》2013,57(1):157-168
Gustafsson, J.‐E. Differential Effects of Imagery Instructions on Pupils with Different Abilities. Scandinavian Journal of Educational Research, 21, 157‐179. A study investigating interactions between imagery instructions and aptitude variables is presented. A group of seven fifth‐grade classes was given imagery instructions in the reading of a short text, while another group read the text in a regular way. Three different outcomes covering different types of learning were registered. Tests of verbal ability and spatial (or imagery) ability were used as aptitude variables. The data analysis indicated that there were differences for the girls between the treatment groups among the aptitude variables; the results for the girls thus had to be excluded. A positive effect of imagery instructions was found for boys high in verbal and imagery ability with respect to the acquisition of simple terms. For other outcomes and groups of subjects either no effect or a negative effect was found. 相似文献
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