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Educational Psychology Review - This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland... 相似文献
64.
Proficiency in digital literacy refers to the ability to read and write using online sources, and includes the ability to select sources relevant to the task, synthesize information into a coherent message, and communicate the message with an audience. The present study examines the determinants of digital literacy proficiency by asking 150 students who had 50 min of access to the Internet and a word processor to produce a research report on whether or not their college should require all students to own a laptop computer. The resulting essay received a holistic rating from 1 to 5. Concerning knowledge underlying digital literacy, the major predictors of digital literacy proficiency (as measured by essay rating) were academic experience (undergraduate versus graduate status) and domain knowledge (based on a questionnaire), rather than technical knowledge about how to use computers (based on a questionnaire). Concerning processing during the task, the major predictors of digital literacy proficiency were integrating processes (such as number of unique sources, citations, or supporting details) rather than search processes (such as number of actions, web pages, websites, links, or search terms). In short, proficiency in digital literacy depended mainly on academic experience rather than technical experience, and on how learners organize and integrate the information they find rather than on how much information they peruse. Findings from this study suggest that the basic tenets of good scholarship apply to digital media. 相似文献
65.
Educational Psychology Review - Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby... 相似文献
66.
A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text 总被引:10,自引:0,他引:10
Richard E. Mayer Kathryn Steinhoff Gregory Bower Rebecca Mars 《Educational technology research and development : ETR & D》1995,43(1):31-41
In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests.
Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a)
were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect
information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without
annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions
on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology
than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations
(i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results
were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing
connections between visual and verbal representations of a system. 相似文献
67.
Olga Baudelot Sylvie Rayna Susanna Mayer Tullia Musatti 《International Journal of Early Years Education》2003,11(2):105-116
In several European countries professionals are in charge of the coordination of Early Childhood Education and Care provision at local community level. For the past 20 years the number of this personnel has grown considerably in Italy and in France. This study provides a comparative analysis of the function of coordinating Early Childhood Education and Care services in these two countries as emerges from two surveys carried out in French and Italian municipalities on the status, training, and tasks of early childhood coordinators. The implications of the coordination function in the promotion of the quality of Early Childhood Education and Care are discussed. Dans plusieurs pays europe´ens, il existe des professionnels charge´s de la coordination de la petite enfance au niveau des communes. Au cours de ces vingt dernie ¤ res anne´es, le nombre de ces personnels a conside´rablement augmente´ en Italie et en France. Cette e´tude fournit une analyse comparative de la fonction de coordination des services de la petite enfance dans ces deux pays a ¤ partir de deux enquetes mene´es dans des municipalite´s italiennes et franc¸aises sur le statut, la formation et les taches des coordinateurs de la petite enfance. Les implications de la fonction de coordination dans la promotion de la qualite´ des soins et de l'e´ducation dans les services de la petite enfance seront discute´es. En varios pa L ´ses europeos, hay profesionales responsables de la coordinacio´n de la educacio´n de la primera infancia y de la provisio´n del cuidado de nin ¨ os a nivel de la comunidad local. Durante los u´ltimos veinte an ¨ os el nu´mero de este personal ha crecido considerablemente en Italia y en Francia. Este estudio proporciona un ana´lisis comparativo de la funcio´n de coordinacio´n de los servicios de la educacio´n de la primera infancia y del cuidado de nin ¨ os en estos dos pa L ´ses como ha sido presentado en dos estudios realizados en municipios franceses e italianos sobre el estado, entrenamiento, y tareas de los coordinadores de la primera nin ¨ ez. Las implicaciones de la funcio´n de coordinacio´n en la promocio´n de la calidad de coordinacio´n de la educacio´n de la primera infancia y del cuidado de nin ¨ os sera´n discutidas. 相似文献
68.
Frederick Mayer 《College Teaching》2013,61(3):137-138
Academic writing is something we all want our students to do well. The ability of our students to use writing in meaningful ways seems to lag far behind what we know they can do. The author introduces a technique to assist in teaching college academic writing. Writing for personal goals is contrasted with student academic writing. The integration of personal writing is used to demonstrate the developmental nature of writing and thinking in the progress of student learning in college so that these learners can understand more clearly and use more effectively their own thinking and writing capabilities. 相似文献
69.
Frederick Mayer 《College Teaching》2013,61(4):134-135
Abstract Through qualitative analyses of narratives of what students and faculty wanted in their relationships, the authors identified three themes. The Teaching/Learning Environment theme illustrated needs for nurturing, open, nonthreatening, and respectful attitudes in student-faculty relationships. Exchange of Information students reported a desire to learn and interact with each other, but not with the instructor. With regard to Mentor/Peer Association theme, students wanted to develop networks of friends to help with course work, whereas teachers wanted to find principles of effective teaching to help students learn. Applications of this data for improving student-faculty interactions and instructional processes are discussed. 相似文献
70.
A PRIVATE VIEW by Irene Mayer Selznick (New York: Alfred A. Knopf, 1983---$16.95) A PASSION FOR FILMS: HENRI LANGLOIS AND THE CINEMATHEQUE FRANCAISE (New York: The Viking Press, 1983---$16.95) MOVIE STAR: A LOOK AT THE WOMEN WHO MADE HOLLYWOOD by Ethan Mordden (New York: St. Martin's Press, 1983---$19.95) 相似文献