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171.
Angela K. Dills Hillary N. Morgan Kurt W. Rotthoff 《Economics of Education Review》2011,30(5):889-900
Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of 1998-1999, we evaluate how recess and PE in elementary school influence children's learning. We find no statistically significant or economically significant impacts of weekly recess or PE time on student learning for kindergarteners through fifth graders. For example, in kindergarten, adding an hour a week of recess reduces the average test score gain in reading by a statistically insignificant 0.01 standard deviations. An additional 49 min per week of PE in kindergarten improves reading test score gains by a statistically insignificant 0.05 standard deviations. We find no statistical difference in the male and female students’ response to recess and PE. Evidence suggests that recess and PE do not harm student outcomes. 相似文献
172.
Kurt VanLehn 《Interactive Learning Environments》2013,21(4):371-413
Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as “modeling”, this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding. 相似文献
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Kurt I. Munson Devin Savage 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4-5):191-200
Students look to interlibrary loan (ILL) as a mechanism for acquiring textbooks. What are the students’ expectations of ILL and can ILL meet those expectations, especially given that textbooks are perceived as difficult to borrow? This article reports the findings of a survey designed to determine the expectations of students who had placed ILL requests for textbooks. By analyzing the records for those students’ requests using data from ILLiad, the degree to which students’ expectations can be met was determined. Students’ flexibility with editions provides ILL staff methods to increase fill rates and improve service. 相似文献
175.
Computers are everywhere, and they are transforming the human world. The technology of computers and the Internet is radically changing the ways that people learn and communicate. In the midst of this technology‐driven revolution people need to examine the changes to analyze how they are altering interaction and human culture. The changes have already permeated societies around the world, altering learning, teaching, communication, politics, and most aspects of human interaction. The possibilities for improving educational effectiveness seem powerful, as a result of an information revolution with online access to infinite information and numerous teaching and learning activities of adults and children at school, at home, and in public places. An urgent need is for systematic longitudinal studies of what happens with learning and teaching as people use computers and play with the Internet. Perhaps the new technologies make possible a new kind of constructive dialogue, with intertwining of teaching and learning in a dynamic double helix of questions and answers, of modeling and experimentation. This special section will deal with (1) uses of new technologies to help people teach and learn more effectively, (2) uses of individual laptops to help children learn, (3) creation of new tools for learning and assessment, and (4) techniques that image brain structure and activity. 相似文献
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Elif Tekin-Iftar Gazi Acar Onur Kurt 《International Journal of Disability, Development & Education》2003,50(2):149-167
The present study examined whether the use of a simultaneous prompting procedure would result in an increase in the percentage of correct responses when expressively identifying first aid materials. A multiple probe design across behaviours and replicated across students was used. Three training sets with a total of nine first aid materials were presented to three students. Also, instructive feedback stimuli were presented during consequent events to increase the efficiency of instruction. The instructive feedback con tained the functions of the instructional materials. Maintenance effects were assessed 1, 2, and 4 weeks after training. The results showed that all students learned expressive identification of first aid materials and maintained them after training. Furthermore, all students acquired and maintained some of the instructive feedback stimuli presented to them during instruction. 相似文献
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Improving Design Understandings and Skills through Enhanced Metacognition: Reflective Design Journals 下载免费PDF全文
The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students’ metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was a mixed‐methods design and utilised content analysis method to identify the metacognitive actions of the participants. The study also investigated participants’ attitudes towards RDJs and their views regarding the effect of enhanced metacognition on their design understandings and skills. Twenty college students registered to an undergraduate course offered by the department of Architecture participated in the research. The findings of the study revealed that by writing in their RDJs, participants were able to progressively enhance their metacognitive skills and performed several metacognitive actions by using the four main metacognitive strategies: awareness, organisation and planning, monitoring, and evaluation. The results also disclosed that participants found RDJ keeping exceptionally effective and stated that their enhanced metacognition improved their design understanding and abilities. 相似文献