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351.
Rob Smith 《Journal of educational administration and history》2015,47(1):18-39
The further education (FE) sector in England has experienced two decades of marketisation. This article takes as its focus the first five years of incorporation (1993–1998) for one case study college in a city (‘Coppleton’) in the West Midlands of England, five years that were dominated by a contract dispute. Data from interviews with trade unionists active in Coppleton College (anonymised name) and from a trade union archive are set against selected official College documents in a genealogical enquiry into the college's corporate identity as an educational institution and employer during this time. This article looks behind the ‘legibility’ of the incorporated college and its knowledge production practices and focuses on excluded narratives, specifically the experiences of union activists caught up in a new era of industrial relations. In analysing the data, theories of New Public Management and marketisation reveal that Coppleton College has features that make it culturally distinct from its unincorporated forebear. The corporation as an institutional model – it is argued – brought with it features including institutional self-interest, an authoritarian culture, the erosion of trust, and the stifling of dissent as part of an incorporated view of knowledge production that worked against staff and the public interest. 相似文献
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Rob Koper Colin Tattersall 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):689-700
The requirements placed on learning technologies to support lifelong learning differ considerably from those placed on technologies to support particular fragments of a learning lifetime. The time scales involved in lifelong learning, together with its multi‐institutional and episodic nature are not reflected in today’s mainstream learning technologies and their associated architectures. The article presents an integrated model and architecture to serve as the basis for the realisation of networked learning technologies serving the specific needs and characteristics of lifelong learners. The integrative model is called a ‘Learning Network’ (LN) and its requirements and architecture are explored, together with the ways in which its application can help in reducing barriers to lifelong learning. 相似文献
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This paper presents a framework (FILTWAM (Framework for Improving Learning Through Webcams And Microphones)) for real-time emotion recognition in e-learning by using webcams. FILTWAM offers timely and relevant feedback based upon learner's facial expressions and verbalizations. FILTWAM's facial expression software module has been developed and tested in a proof-of-concept study. The main goal of this study was to validate the use of webcam data for a real-time and adequate interpretation of facial expressions into extracted emotional states. The software was calibrated with 10 test persons. They received the same computer-based tasks in which each of them were requested 100 times to mimic specific facial expressions. All sessions were recorded on video. For the validation of the face emotion recognition software, two experts annotated and rated participants’ recorded behaviours. Expert findings were contrasted with the software results and showed an overall value of kappa of 0.77. An overall accuracy of our software based on the requested emotions and the recognized emotions is 72%. Whereas existing software only allows not-real time, discontinuous and obtrusive facial detection, our software allows to continuously and unobtrusively monitor learners' behaviours and converts these behaviours directly into emotional states. This paves the way for enhancing the quality and efficacy of e-learning by including the learner's emotional states. 相似文献
358.
This article considers the impact of the early stages of an international project, Gardens for Life (GfL), on children’s perceptions
of school gardening and on their learning. The project involved 67 schools in England, Kenya and India and focused on the
growing of crops, recognising the importance of both the process and product of this activity in the different countries.
The theoretical framework was derived from consideration of informal learning, and more specifically experiential learning,
drawing on prior research undertaken in the context of school gardening. The research approach is characterised by the use
of concept maps to uncover the characteristically different ways in which children discerned school gardening and to help
to provide insight into their understanding of this activity. It was supported by contextual observation, interviews and children’s
drawings to aid the interpretation and understanding. The study showed a positive impact on learning and on the perceptions
of children towards school gardening in all three countries. It also highlighted the different perceptions, interpretations
and understanding of school gardening in the different cultures and environments, as well as the various aspects of it which
the children themselves highlighted. 相似文献
359.
Two new indices to detect answer copying on a multiple-choice test—S1 and S2 —were proposed. The S1 index is similar to the K index (Holland, 1996) and the K2 index (Sotaridona & Meijer, 2002) but the distribution of the number of matching incorrect answers of the source and the copier is modeled by the Poisson distribution instead of the binomial distribution to improve the detection rate of K and K2 . The S2 index was proposed to overcome a limitation of the K and K2 index, namely, their insensitiveness to correct answers copying. The S2 index incorporates the matching correct answers in addition to the matching incorrect answers. A simulation study was conducted to investigate the usefulness of S1 and S2 for 40- and 80-item tests, 100 and 500 sample sizes, and 10%, 20%, 30%, and 40% answer copying. The Type I errors and detection rates of S1 and S2 were compared with those of the K2 and the ω copying index (Wollack, 1997). Results showed that all four indices were able to maintain their Type I errors, with S1 and K2 being slightly conservative compared to S2 and ω. Furthermore, S1 had higher detection rates than K2 . The S2 index showed a significant improvement in detection rate compared to K and K2 . 相似文献
360.