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121.
Human figure drawings were collected from 287 schooled and unschooled children, aged between 10 and 15 years, living in a remote region of the Western Highlands Province of Papua New Guinea, an area with no tradition of graphic art. A classification and ordinal scoring system was devised which encompassed graphic productions ranging from scribbles to conventional competent human figure drawings. The effects of school experience on drawing, even brief and indirect experience, were found to be significant. All the children attending school drew only conventional human figures, but the whole range of drawings, scribbles, transitional forms, and conventional human figure drawings were found in the unschooled children's attempts. Nonrepresentational scribbles and shapes were largely produced by unschooled children living in remote villages without a school, trade store, or mission. Some children appeared to be able to draw representations of the human figure without going through a scribbling stage. The material is considered in relation to other reports on drawings produced by children from societies with little or no indigenous graphic art. The results are discussed in relation to various theories on the development of drawing and representational abilities. 相似文献
122.
123.
Due to the globalization and the spread of the Internet, distance learning (D-learning) has gained extraordinary impulse in recent years by classes broadcasted by Websites and assignments fulfilled by students in their own computers. D-learning facilitates the access to education to those people who are working or have low buying power due to its reduced cost and time convenience. Although D-learning has existed in the world for over 150 years, only in the last decades, it has become the focus of academic studies and researches in a systematic way. In this context, the objective of this research is to evaluate the impact of computer literacy on the academic performance of the D-learning students of Faculdade lnterativa COC--EAD (COC--D-learning Interactive College), P61o Lafaiete (Lafaiete Branch), Ribeirao Preto. The research consisted of a questionnaire with 21 qualitative dichotomous questions, concerning the level of knowledge and mastery of information techdologies, besides the gender and academic performance (weighted average and marks of the last module). The data were tabulated, being considered two main variables: (a) academic performance, represented by the marks of the last module; and (b) computer literacy, represented by the sum of the questions concerning this matter. The data were analyzed statistically, and the correlation between the two variables considered was analyzed by Pearson's Correlation Test. The interviews of the 54 interviewees (24 males (44.45%) and 30 females (55.55%)) taking the business administration course were analyzed. The correlation coefficient r = 0.303 indicates that there is a meaningful correlation between the students' academic performance (marks) and their computer literacy, that is, the greater the computer literacy, the better the marks obtained by these students in the D-learning course. D-learning has computing as its main tool, theretbre, the students with less computer literacy find barriers in D-learning, which o ref 相似文献
124.
Regina Frackowiak 《Slavic & East European Information Resources》2013,14(4):254-260
This article reports on a trip taken by the author, a Library of Congress reference librarian responsible for Ukraine, to Kyiv and L'viv, Ukraine, April 21–29, 2012. The trip was sponsored by the American Council for International Education and the US Department of State. 相似文献
125.
126.
Using Educative Assessments to Support Science Teaching for Middle School English-language Learners 总被引:1,自引:0,他引:1
Cory A. Buxton Martha Allexsaht-Snider Regina Suriel Shakhnoza Kayumova Youn-jeng Choi Bobette Bouton Melissa Baker 《Journal of Science Teacher Education》2013,24(2):347-366
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice. 相似文献
127.
Maureen Connolly 《Community College Journal of Research & Practice》2013,37(6):448-452
This article provides the reader with information regarding forming a community emergency response team (CERT) at a community college. College public safety departments are efficient entities in ordinary times. However, recent events at community colleges across the country have shown that there have been situations where their capabilities have been stretched. Additionally, in the early stages of a widespread disaster it is extremely probable that not only a college, but also the larger community in which it resides, will be on its own and will need to call upon the assistance of its citizens. Communities need to be trained in order to provide an effective supplementary response team to reduce the number of casualties. Community Emergency Response Teams (CERT) and Student Emergency Response Teams (SERT) have been forming across the country to prepare college communities to assist themselves in the event of a widespread emergency that depletes the resources of local first responders. 相似文献
128.
Lori R. Kogan Regina Schoenfeld-Tacher Peter W. Hellyer 《Teaching in Higher Education》2013,18(6):623-636
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty. 相似文献
129.
This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural
support. This article further examines the notion that individuals in organisations also require the cognitive participation
of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals
and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are
provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations
can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and
its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently
being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations
associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with
the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels.
The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an
organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This
article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing
so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily
engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD
project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project
life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both
concepts together. 相似文献
130.
Weslei Gomes de Sousa Elis Regina Pereira de Melo Paulo Henrique De Souza Bermejo Rafael Araújo Sousa Farias Adalmir Oliveira Gomes 《Government Information Quarterly》2019,36(4):101392
To obtain benefits in the provision of public services, managers of public organizations have considerably increased the adoption of artificial intelligence (AI) systems. However, research on AI is still scarce, and the advance of this technology in the public sector, as well as the applications and results of this strategy, need to be systematized. With this goal in mind, this paper examines research related to AI as applied to the public sector. A review of the literature covering articles available in five research databases was completed using the PRISMA protocol for literature reviews. The search process yielded 59 articles within the scope of the study out of a total of 1682 studies. Results show a growing trend of interest in AI in the public sector, with India and the US as the most active countries. General public service, economic affairs, and environmental protection are the functions of government with the most studies related to AI. The Artificial Neural Networks (ANN) technique is the most recurrent in the investigated studies and was pointed out as a technique that provides positive results in several areas of its application. A research framework for AI solutions for the public sector is presented, where it is demonstrated that policies and ethical implications of the use of AI permeate all layers of application of this technology and the solutions can generate value for functions of government. However, for this, a prior debate with society about the use of AI in the public sector is recommended. 相似文献