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101.
Matteo Calabrese Nicoletta Odisio Lorenzo Appolonia Andrea Bernagozzi Jean Marc Christille Annie Glarey 《文物保护研究》2018,63(5):43-50
ABSTRACTForecasting the dynamics of alteration in materials, in particular the timescale of degradation, is relevant to preventive conservation, and great deal of effort has gone into developing new models for the kinetics of physical and chemical phenomena affecting materials. Creating monitoring systems able to assess the evolution of degradation processes that inform intervention programs is necessary to ensure the protection of historical and artistic heritage. The Research Unit for Integrated and Predictive Systems (SIP) is presented: it develops new tools and algorithms to study the alteration of materials using non-invasive techniques and passive monitoring, as well as new mathematical models to predict how the surfaces of materials degrade with time. The paper focuses on the Arch of Augustus and presents initial results from two virtual sensors used to ‘monitor’ environmental conditions outdoors. These systems do not need a permanent, invasive network of sensors in situ. They rely instead on local infrastructure for measuring air quality, and adopt smart information fusion algorithms to predict the environment around the cultural heritage site. Virtual sensors can provide an effective control system that highlights specific conditions linked to specific forms of alteration. 相似文献
102.
Meridith I. Styer Lindsey B. Anderson Annie Laurie Nichols 《Communication Teacher》2018,32(4):231-235
Courses: Basic communication course.
Objectives: Using the Ally, Advocate, Activist framework in a basic communication course will help students apply course concepts to their lives and communities. This framework helps students practice civic engagement while mastering the skills that are typically tested for assessment purposes in the basic communication course. 相似文献
103.
Annie Roy-Charland Gabrielle Colangelo Victoria Foglia Leïla Reguigui 《Reading and writing》2017,30(7):1431-1446
In tests used to measure reading comprehension, validity is important in obtaining accurate results. Unfortunately, studies have shown that people can correctly answer some questions of these tests without reading the related passage. These findings bring forth the need to address whether this phenomenon is observed in multiple-choice only tests or in those that employ open-ended questions. Three common standardized reading comprehension tests were examined: the WIAT-III, the CAAT, and the Nelson–Denny. The WIAT-III is composed of open-ended questions, while the other two tests utilize multiple-choice questions. All participants were instructed to answer the questions to the best of their ability, without access to the related passage. The results revealed that participants correctly answered the questions at a significantly higher rate than by chance for the multiple-choice, which supports the independency issue. For the open-ended questions, participants still answered with 18% accuracy, without the passages. 相似文献
104.
The 2018 EARLI SIG 22 Neuroscience and Education conference aimed to facilitate the discussion and sharing of research and translation in educational neuroscience. In this article, we first describe and evaluate the approach taken in organizing the conference, which followed recommendations from the educational neuroscience community. We then summarize responses to a survey that captured delegates' visions of research and translation, their intentions following the conference, and the support they need moving forward. From 88 completed surveys, we first note a common desire for more discussions and collaborations across disciplines, and between teachers and researchers. We highlight particularly novel ideas that are not frequently addressed in the community so far, including discussion of ethical issues, inclusion of learners in research development, open resources for teacher training in neuroscience, and mentoring networks for community members. In sharing these ideas, we highlight future directions for the field as it continues to develop. 相似文献
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109.
Monique Sanchez Annie Magnan Jean Ecalle 《European Journal of Psychology of Education - EJPE》2012,27(3):299-317
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children’s early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A short longitudinal study was conducted with French-speaking children. Beyond phonological and morphological knowledge, identified here as in many other studies, the results provided evidence of a level of orthographic knowledge in the Kg children who exhibited an ability to process graphotactic constraints (i.e., legal combinations of letters). Moreover, whatever the type of items (affixed, pseudo-affixed, regular, or irregular words) being processed, either in reading or in spelling, letter naming was seen to be the strongest predictor of reading and spelling performance. The second important predictor related to phonological knowledge and more particularly phoneme extraction as a proximal predictor. Morphological knowledge appeared to be less important, and finally, the smallest contribution was made by orthographic knowledge. 相似文献
110.
Annie Blazer 《国际体育史杂志》2013,30(17):2269-2271