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111.
Millions of U.S. adults lack the literacy skills needed for most living-wage jobs. We investigated one particular comprehension process for these adults: generating predictive inferences. If a sentence says that someone falls from a 14th-story roof, a reader should infer almost certain death. On any test of comprehension, there are two dependent variables: the speed of the response to a test item and accuracy. To address both simultaneously, we used a decision model that separates how much information an individual understands from a text and the individual’s speed/accuracy trade-off settings. We found that adult literacy students do differentiate between predictive inference sentences and control sentences, a finding that illustrates how a decision-making model combined with tests of particular comprehension processes can lead to further understanding of low-literacy adults’ reading skills. 相似文献
112.
Development and initial validation of a questionnaire to assess the reading beliefs of undergraduate students: the Cuestionario de Creencias sobre la Lectura 下载免费PDF全文
The aim of this research was to develop a new questionnaire for exploring the reading beliefs of undergraduate students, because the only currently available instrument has conceptual and methodological limitations. The paper describes the process of developing the instrument and presents a range of psychometric data obtained from a sample of 558 Spanish undergraduates who were in the first or final year of a degree programme in psychology, language and literature or engineering. The results provide evidence of the psychometric quality of items and reveal a dual structure of two and six factors, both obtained through exploratory and/or confirmatory factor analyses. Adequate reliability based on internal consistency of the factors was also demonstrated. As a measure of criterion validity, differences in reading beliefs by gender, academic year and knowledge area were also explored. The findings support the psychometric adequacy of this new instrument developed through an exploratory piece of research. Overall, the process of constructing the instrument and the results from this study provide a framework for research and intervention, in addition to presenting a tool that both researchers and teaching staff could use in the context of reading and reading comprehension. 相似文献
113.
This study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own identities in relation to working in this unique school setting. Three major themes emerged from the reflective journal and interview data: (a) participants preconceived notions were challenged based on their positive interactions with Reach students, (b) preservice participants engaged in critical observation of the Reach Academy teachers and their interactions with students, and (c) participants' focus shifted from themselves to their students' needs. Findings suggest that preservice teachers reflective journaling process facilitated their ability to examine and reconsider their preconceived notions about working with students at the Reach Academy and in other diverse schooling settings. 相似文献
114.
Gail Crimmins 《Educational Action Research》2017,25(3):337-353
This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and preoccupations re-presented. In particular, they identified that the drama’s re-presentation of casual academics’ feelings of insecurity, precarious collegial relationships, and a lack of belonging and voice strongly resonated with them. The presentation also provoked them to communicate their own lived experiences of academia, which constituted a second set of narrative data. Moreover, when the audience was invited to engage with and respond to performed data they became active and collaborative participants in the research project by sharing personal insights and narratives which extended the scope and depth of the initial research project. Therefore, a public re-presentation of narrative research can transform narrative inquiry research into an action research project if the researcher adjusts her/his research approach and accepts that the audience narrative response can function as a second phase of data gathering. Adjusting to the emergent generation of data in turn further democratises research processes and relationships. 相似文献
115.
Redesigning a curriculum for inquiry: an ecology case study 总被引:1,自引:0,他引:1
R. A. Spronken-Smith R. Walker K. J. M. Dickinson G. P. Closs J. M. Lord T. Harland 《Instructional Science》2011,39(5):721-735
This article reports on an interdisciplinary ecology degree that was redesigned to provide more research activity for undergraduates.
A case study approach explored how the teaching team constructed a curriculum that used inquiry activities. The development
of an inquiry curriculum was enabled by a University audit focusing on the links between teaching and research, a Programme
Review that signalled a need for change, and a Programme Director and group of academics committed to change. In addition,
curriculum planning discussions were facilitated by an academic staff developer, who developed a shared vision for an inquiry
approach during extended conversations amongst the planning group. Consequently, the new programme progressively develops
inquiry skills in four out of five core courses (papers/modules). At stages 1 and 2, structured, guided and open inquiry activities
lead to an open inquiry capstone course at stage 3. 相似文献
116.
Essentialism is the belief that certain characteristics (of individuals or categories) may be relatively stable, unchanging, likely to be present at birth, and biologically based. The current studies examined how different essentialist beliefs interrelate. For example, does thinking that a property is innate imply that the property cannot be changed? Four studies were conducted, examining how children (N=195, grades 1-7; ages 7-13) and adults (N=187) reason about familiar and novel social characteristics. By 3rd grade (9 years), children showed some coherence of essentialist beliefs. In contrast, younger children expected less interrelatedness among dimensions than older children or adults. These findings suggest that essentialist attributions at first consist of separate strands that children eventually link together into a more coherent understanding. 相似文献
117.
Campbell AM Ledbetter ML Hoopes LL Eckdahl TT Heyer LJ Rosenwald A Fowlks E Tonidandel S Bucholtz B Gottfried G 《CBE life sciences education》2007,6(2):109-118
The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students. 相似文献
118.
Gail Marshall 《Education and Information Technologies》2010,15(1):37-50
Three major evaluations of innovative projects designed and implemented in the US during the 1960s and 1970s provide models for the design and analysis of Information and Communication Technology (ICT) projects. Large in scope, sophisticated in design and explicit in reporting, the three evaluations were: an analysis of major factors in “change agent” projects conducted by the Rand Corporation; an evaluation of Follow Through, a program to continue supporting “disadvantaged” children in elementary school; and a multi-year evaluation of the Comprehensive School Mathematics Program, a multi-grade project designed to change mathematics instruction and, at the same time, develop suitable assessment tools. Each of the studies provides a model of how ICT projects, both those in place and those in the design stages, may be evaluated in order that important questions — “What happened?” and “Why?” and “To what effect?” — can be answered. The three evaluations stress the importance of defining project characteristics, working from clearly defined practices, assessing fidelity of implementation, studying the multiple reactions of all the stakeholders, and conducting assessments of pupil progress at appropriate times and with appropriate measures. The models can serve ICT educators as guidelines as they look for complex, meaningful and educationally sound ways of determining the impact of ICT on all stakeholders. 相似文献
119.
Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool-a taxonomy- which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment items. However, their ability to apply these models in new contexts did not improve. Finally, we discuss the implications of our results and the future directions for our research. 相似文献
120.
Can reflective practice be taught? 总被引:1,自引:0,他引:1