全文获取类型
收费全文 | 1127篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 821篇 |
科学研究 | 68篇 |
各国文化 | 35篇 |
体育 | 85篇 |
文化理论 | 11篇 |
信息传播 | 130篇 |
出版年
2021年 | 7篇 |
2020年 | 37篇 |
2019年 | 36篇 |
2018年 | 47篇 |
2017年 | 44篇 |
2016年 | 45篇 |
2015年 | 33篇 |
2014年 | 40篇 |
2013年 | 240篇 |
2012年 | 27篇 |
2011年 | 39篇 |
2010年 | 33篇 |
2009年 | 36篇 |
2008年 | 45篇 |
2007年 | 27篇 |
2006年 | 27篇 |
2005年 | 25篇 |
2004年 | 19篇 |
2003年 | 19篇 |
2002年 | 14篇 |
2001年 | 12篇 |
2000年 | 17篇 |
1999年 | 12篇 |
1998年 | 9篇 |
1997年 | 13篇 |
1996年 | 7篇 |
1995年 | 15篇 |
1994年 | 5篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 17篇 |
1990年 | 10篇 |
1989年 | 6篇 |
1987年 | 5篇 |
1986年 | 13篇 |
1985年 | 12篇 |
1984年 | 9篇 |
1983年 | 10篇 |
1982年 | 7篇 |
1980年 | 8篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 7篇 |
1975年 | 6篇 |
1974年 | 10篇 |
1972年 | 4篇 |
1970年 | 5篇 |
1955年 | 4篇 |
1954年 | 4篇 |
1841年 | 6篇 |
排序方式: 共有1150条查询结果,搜索用时 31 毫秒
991.
992.
We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be better consumers of social science research. In this article, we describe the key learning objectives of this course, the basic content areas, and some of the innovative teaching and learning strategies used in the course. We also provide empirical evidence of the effectiveness of the course in meeting its learning objectives and of student responses to the course. Finally, we discuss some of the challenges in developing interdisciplinary core courses and offer suggestions for best practices for teaching social science literacy as part of the core curriculum. 相似文献
993.
Egon Brunswik (1903–1955) first made an interesting distinction between perception and explicit reasoning, arguing that perception
included quick estimates of an object’s size, nearly always resulting in good approximations in uncertain environments, whereas
explicit reasoning, while better at achieving exact estimates, could often fail by wide margins. An experiment conducted by
Brunswik to investigate these ideas was never published and the only available information is a figure of the results presented
in a posthumous book in 1956. We replicated and extended his study to gain insight into the procedures Brunswik used in obtaining
his results. Explicit reasoning resulted in fewer errors, yet more extreme ones than perception. Brunswik’s graphical analysis
of the results led to different conclusions, however, than did a modern statistically-based analysis.
Jeremy Athy is a graduate student in cognitive psychology at Bowling Green State University, where he received his M.A. His research centers on problems of object recognition. Jeff Friedrich was a graduate student at Bowling Green State University. He received his BS in psychology and human development at the University of Wisconsin-Green Bay and his MA from Bowling Green State University. His major research interests are in human judgment and decision making. Eileen Delany is a graduate student in clinical psychology at Bowling Green State University. She specializes in Health Psychology and is interested in conducting research and working in clinical settings. 相似文献
Eileen DelanyEmail: |
Jeremy Athy is a graduate student in cognitive psychology at Bowling Green State University, where he received his M.A. His research centers on problems of object recognition. Jeff Friedrich was a graduate student at Bowling Green State University. He received his BS in psychology and human development at the University of Wisconsin-Green Bay and his MA from Bowling Green State University. His major research interests are in human judgment and decision making. Eileen Delany is a graduate student in clinical psychology at Bowling Green State University. She specializes in Health Psychology and is interested in conducting research and working in clinical settings. 相似文献
994.
995.
Assertive Discipline in a school for pupils with emotional and behavioural difficulties 总被引:1,自引:0,他引:1
The management of difficult and disruptive behaviour continues to be an issue in many classrooms. In this article, Jeremy Swinson, a senior educational psychologist and honorary lecturer at Liverpool John Moores University, and Mike Cording, an education consultant working in Southport, consider the impact of in-service training on the use of Assertive Discipline in a school for pupils with emotional and behavioural difficulties (EBD). Swinson and Cording report improved rates of 'on-task' behaviour for pupils across the age range and reduction in numbers of disruptive incidents. These changes in pupil behaviour mirror an increase in teachers' use of positive feedback and praise. Swinson and Cording argue that these techniques are effective even for those pupils who are seen as being disaffected or very discouraged. 相似文献
996.
María D. Vásquez-Colina Marianne Robin Russo Mary Lieberman John D. Morris 《Journal of Further & Higher Education》2017,41(4):504-515
This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students’ work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed. 相似文献
997.
Jeremy Knox 《Learning, Media and Technology》2020,45(3):298-311
ABSTRACT This paper examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise. While media and policy discourse often portray China’s AI development in terms of a unified national strategy, and a burgeoning geopolitical contestation for future global dominance, this analysis will suggest a more nuanced internal complexity, involving differing regional networks and international corporate activity. The first section considers two key policy documents published by the central Chinese government, which are shown to implicate educational institutions as influential actors in national and regional strategies for AI development, with a significant role in plans to train domestic expertise. The second section outlines three prominent private education companies: New Oriental Group, Tomorrow Advancing Life (TAL), and Squirrel AI. These companies are selected to represent important aspects of China’s development of educational AI applications, including the influence of a well-established private education sector, and a growing interest in international corporate activity. The paper concludes with the suggestion that while central government policy reserves a significant role for education in the national AI strategy, the private sector is utilising favourable political conditions to rapidly develop educational applications and markets. 相似文献
998.
AbstractThe purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning. 相似文献
999.
1000.
Ten teachers in infant schools and 10 teachers in junior schools had their teaching recorded while their classes were being observed. Subsequently, an analysis was made of the teachers' use of approval and disapproval in relation to pupil on-task behaviour. For both types of school, there was a positive trend between teacher approval and pupil on-task behaviour. However, only the infant school trend was statistically significant. For both types of school, there was an almost zero correlation between teacher disapproval and pupil on-task behaviour. Scattergram analysis indicated a curvilinear relationship between teacher disapproval and pupil on-task behaviour in both infant and junior schools. 相似文献